The  person  charging  this  material  is  re- 
sponsible for  its  return  on  or  before  the 
Latest  Date  stamped  below. 

Theft,  mutilation  and  underlining  of  books 
are  reasons  for  disciplinary  action  and  may 
result   in   dismissal   from   the   University. 

UNIVERSITY    OF    ILLINOIS    LIBRARY    AT    URBANA-CHAMPAIGN 


$    My    Q 


"T 


UNIVERSITY    OF    ILLINOIS    BULLETIN 

Issued  Weekly 
Vol.  XXIV  *  July  2,  1927  No.  49 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
Act  of  August  24,  1912.  Acceptance  for  mailing  at  the  special  rate  of  postage  provided  for  in 
section    1103,  Act  of  October   3,    1917,   authorized   July   31,    1918.] 


EDUCATIONAL  RESEARCH  CIRCULAR  NO.  49 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 


EDUCATIONAL  TESTS  FOR  USE  IN 

ELEMENTARY  SCHOOLS, 

SECOND  REVISION 

By 

Charles  W.  Odell 

Assistant  Director,  Bureau  of  Educational  Research 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS 

URBANA 


SUBJECTS  IN  WHICH  TESTS  ARE  DESCRIBED 

PAGE 

Arithmetic 15 

Drawing 21 

English  Composition 22 

Geography 23 

Handwriting 26 

Health 27 

History  and  Civics 27 

Home  Economics 29 

Language  and  Grammar 30 

Music 32 

Reading 33 

Spelling 36 

General  Survey  Tests 38 

Intelligence  Tests 39 

Practice  Tests 42 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://www.archive.org/details/educationaltests49odel 


EDUCATIONAL  TESTS  FOR  USE  IN  ELEMENTARY 
SCHOOLS,  SECOND  REVISION 

The  present  status  of  standardized  educational  tests.1    For  the 

first  few  years  following  the  beginning  of  the  standardized  test  move- 
ment a  couple  of  decades  ago,  the  use  of  such  tests  was  urged  with 
great  enthusiasm  and  eloquence  by  many  of  those  who  spoke  at  educa- 
tional gatherings  and  contributed  to  educational  literature.  It  was  often 
implied  and  sometimes  very  definitely  stated  that  such  tests  should  en- 
tirely replace  examinations  constructed  by  classroom  teachers.  Re- 
cently, however,  the  critical  attitude  toward  standardized  tests  formerly 
expressed  by  only  a  few  of  the  workers  in  this  field  has  come  to  be 
much  more  general.  Those  who  construct,  employ,  and  otherwise  deal 
with  tests  are  recognizing  their  defects  and  limitations  as  well  as  their 
advantages.  Indeed,  so  much  adverse  criticism  has  been  offered  by  some 
persons  who  are  well  qualified  to  speak  that  many  teachers  and  others 
interested  have  become  doubtful  as  to  what  degree  of  merit  such  tests 
really  possess.  There  is  no  doubt  that  standardized  educational  tests 
when  properly  used  are  valuable  instruments  in  the  hands  of  teachers, 
supervisors,  and  administrators.  It  should  be  remembered,  however, 
that,  as  is  true  of  many  other  instruments  of  value,  they  are  imperfect 
and  must  be  employed  with  due  regard  to  their  imperfections  and  lim- 
itations. When  using  them  one  should  bear  in  mind  that  in  general  they 
yield  more  accurate  measures  of  intelligence,  achievement,  and  so  forth 
than  can  be  secured  through  other  practicable  means  of  testing,  but  that 
the  scores  secured  are  rarely  perfectly  accurate  and  not  infrequently 
contain  errors  of  considerable  magnitude.  Furthermore,  one  should 
keep  in  mind  the  fact  that  just  as  is  true  in  the  case  of  textbooks  and 
practically  all  other  materials  used  in  instruction,  the  merit  of  various 
standardized  or  so-called  standardized  tests  varies  greatly.  Hence,  it  is  not 
sufficient  to  have  a  critical  attitude  toward  standardized  tests  in  general, 


1A  standarized  test  is  one  which  has  been  given  to  a  large  enough  number  of  indi- 
viduals that  satisfactory  norms  are  available.  In  speaking  of  a  standardized  or  standard 
test,  however,  one  commonly  thinks  of  one  which  not  only  has  satisfactory  norms,  but 
which  was  constructed  with  a  considerable  degree  of  care  and  which  contains  exercises 
calling  for  pupil  responses  in  such  forms  that  there  can  be  little  difference  of  opinion 
about  their  correctness. 

[S] 


but  one  should  have  this  attitude  toward  the  individual  standardized 
tests  which  he  is  considering  using.  Moreover,  in  a  complete  testing 
program  the  use  of  standardized  tests  is  only  one  of  several  parts.  It 
should  generally  consist  of  standardized  tests,  ordinary  discussion  or 
essay  examinations,1  and  so-called  "new  examinations."2 

From  a  beginning  only  about  twenty  years  ago  and  very  slow 
growth  during  most  of  the  first  half  of  that  period,  the  number  of 
standardized  tests  available  for  use  in  education  has  increased  until  now 
the  situation  is  approaching  a  condition  similar  to  that  which  exists  in  the 
case  of  school  textbooks.  That  is  to  say,  so  many  tests  have  appeared 
and  so  many  more  are  appearing  that  it  is  practically  impossible  for  any 
one  person  to  be  familiar  with  all  of  them,  or  even  with  all  of  those  in 
each  of  several  school  subjects.  At  the  present  time  the  writer  has  listed 
almost  a  thousand  different  standardized  or  near-standardized  tests 
and  scales3  in  the  school  subjects  and  other  fields  closely  connected  with 
education.  In  many  cases  what  is  listed  as  one  test  or  scale  is  really 
not  merely  one  but  a  series  of  two  or  more,  in  a  few  cases  the  number 
ranging  even  as  high  as  from  40  to  100.  Moreover,  in  many  cases  there 
are  from  two  to  four  or  occasionally  even  more  duplicate  forms  of  each 
test.  The  total  number  of  educational  measuring  instruments,  therefore, 
counting  all  parts  and  forms,  runs  well  into  the  thousands.  In  arith- 
metic alone  there  are  about  70  different  tests  or  series  of  tests,  in  his- 
tory, language,  and  reading  about  50  or  60  each,  and  so  on  down  to  a 
few  of  the  less  commonly  taught  subjects  which  possess  only  one  or  a 
very  few  each.  Of  intelligence  tests  there  are  well  over  a  hundred.  In 
most  of  the  subjects  in  which  there  are  large  numbers  of  tests  it  is  no 
longer  true  as  it  was  formerly  that  some  one  or  a  few  tests  possess  out- 
standing merit,  but  rather  there  are  frequently  a  half  dozen  or  more 
among  which  it  is  difficult  to  base  a  preference  upon  satisfactory  reas- 
ons.  Although  this  condition  makes  it  difficult  to  select  the  tests  to  be 

\\  discussion  or  essay  examination  is  one  of  the  type  commonly  employed  which 
requires  a  considerable  amount  of  writing  on  the  part  of  the  pupil  and  in  which  pupils 
are  asked  to  discuss,  explain,  describe,  summarize,  and  so  forth.  _ 

2The  so-called  "new  examination"  or  "new-type  examination"  includes  a  number 
of  forms  of  exercises  such  as  the  true-false,  matching,  completion,  multiple-answer,  and 
so  forth,  which  call  for  very  brief  pupil  responses  concerning  the  correctness  of  which 
there  is  little  room  for  difference  of  opinion. 

3A  scale  as  distinguished  from  a  test  is  a  measuring  instrument  composed  of  items 
or  exercises  of  increasing  difficulty  or  merit.  The  term  is  especially  used  in  connection 
with  such  subjects  as  handwriting,  English  composition,  and  drawing,  in  which  the  meas- 
uring instrument  generally  consists  of  a  series  of  specimens,  arranged  in  increasing  order 
of  merit,  with  which  a  pupil's  performance  is  compared. 

[6] 


included  in  a  list  such  as  that  which  follows,  it  renders  it  still  harder  for 
the  classroom  teacher  to  make  a  choice  and,  therefore,  suggests  the  value 
of  a  recommended  list. 

The  purposes  for  which  standardized  tests  should  be  employed. 

It  is  impossible  except  by  chance  to  make  an  intelligent  selection  of  an 
educational  test  unless  the  purpose  for  which  the  results  are  to  be  used 
is  clearly  in  mind.  Tests  differ  in  the  functions  which  they  serve,  and 
unless  one  having  the  proper  function  is  selected,  the  time  and  money 
invested  in  testing  will  fail  to  yield  adequate  returns.  Although  it  prob- 
ably does  not  happen  nearly  so  often  now  as  it  did  ten  years  ago,  it  is 
still  too  frequently  the  case  that  after  tests  are  given  and  scored  all  that 
is  done  with  the  results  is  to  file  them  away  where  they  will  be  available 
for  reference,  or  perhaps  in  addition,  to  announce  them  to  the  teachers, 
the  pupils,  or  even  to  the  public.  Such  use  of  tests  may  be  of  some 
value,  but  on  the  whole  cannot  be  justified. 

The  important  purposes  to  be  realized  by  using  standardized  edu- 
cational tests  may  be  grouped  under  five  headings  as  follows: 

1.  Diagnosing  pupils  in  order  to  provide  remedial  instruction. 

2.  Promoting  and  classifying  pupils. 

3.  Evaluating  school  efficiency.  ■ 

4.  Educational  research. 

5.  Educational  and  vocational  guidance. 

These  are  arranged  roughly  in  their  order  of  importance  in  the  elemen- 
tary school.  In  high  school,  the  last  purpose  named,  that  of  guidance, 
should  rank  higher. 

Planning  a  testing  program.  The  selection  and  use  of  a  standard- 
ized educational  test  is  not  an  isolated  detail  of  school  procedure,  but 
one  which  should  be  considered  in  relation  to  other  instructional,  super- 
visory, and  administrative  activities.  In  other  words,  a  teacher,  super- 
visor, or  administrator  planning  to  make  use  of  standardized  tests 
should  map  out  the  general  testing  program  to  be  followed  for  a  semes- 
ter or  year  just  as  he  plans  his  general  program  of  other  work.  This 
requires  not  merely  the  formulation  of  the  purposes  of  testing  and  the 
selection  of  tests  according  to  the  criteria  given  later  as  well  as  in  agree- 
ment with  these  purposes,  but  also  the  consideration  of  other  factors. 
The  previous  acquaintance  and  experience  of  the  teacher  with  stand- 
ardized tests,  the  former  practices  of  the  school  system  with  regard  to 
their  use,  the  subjects  which  have  been  most  emphasized  or  those  in 
which  instruction   appears  to  be  least  efficient,   and  other  such   facts 

[7] 


should  frequently  play  an  important  part  in  deciding  just  what  tests 
will  be  used  and  when  they  will  be  given.  If  teachers  are  unfamiliar 
with  standardized  tests,  a  beginning  should  usually  be  made  with  tests 
which  are  relatively  easy  to  give  and  score  and  the  resulting  values  of 
which  will  be  easily  apparent.  Furthermore,  in  such  a  situation  it  is 
rarely  wise  to  give  very  many  tests  within  a  short  period  of  time.  If 
innovations  in  teaching  methods  are  being  tried  out  in  certain  subjects 
this  may  be  a  good  reason  why  testing  should  be  somewhat  concen- 
trated in  those  subjects.  Unless  such  special  reasons  exist,  tests  of  gen- 
eral intelligence  and  silent  reading  ability  will  usually  yield  the  most 
helpful  information  concerning  pupils,  with  those  in  arithmetic,  lan- 
guage, spelling,  and  handwriting  coming  next. 

The  frequency  with  which  tests  should  be  given  depends  both  upon 
the  functions  they  are  to  serve  and  the  previous  practice  of  the  school 
with  regard  to  using  tests,  in  addition  to  the  amount  of  money  available 
for  the  purpose.  If  reliable  intelligence  tests  are  used,  it  is  rarely  nec- 
essary to  test  the  same  pupils  more  than  once  within  a  period  of  two  or 
three  years.  In  the  school  subjects  most  legitimate  purposes  can  prob- 
ably be  rather  well  attained  by  using  standardized  tests  once  a  semester. 
The  errors  in  test  scores  are  usually  great  enough  that  if  tests  are  given 
at  intervals  of  a  month  or  six  weeks  the  increase  from  time  to  time  is  too 
small  to  be  measured  reliably.  This  is  practically  always  true  of  indi- 
vidual scores  and  often  even  so  of  class  averages.  However,  no  rules 
possessing  universal  application  can  be  laid  down.  If  the  results  of  tests 
given  near  the  first  of  the  year  reveal  that  the  pupils  are  well  above  the 
standards  which  they  are  expected  to  attain  it  will  likely  be  unnecessary 
to  test  them  again  during  the  same  year,  whereas  if  they  are  decidedly 
below  such  standards  rather  frequent  tests  for  diagnosis,  and  also  for 
determining  the  efficiency  of  the  remedial  methods  used,  may  be  highly 
desirable.  On  the  whole  it  is  true  in  testing  as  in  most  other  activities 
that  it  is  better  to  concentrate  for  a  period  of  time,  perhaps  one  year, 
perhaps  longer,  on  a  few  subjects  and  then  for  another  period  on  an- 
other group  of  subjects,  and  so  on,  than  to  attempt  to  emphasize  all  at 
once  with  the  probable  result  that  too  little  attention  is  given  to  any 
one  to  yield  satisfactory  results. 

Criteria  for  selecting  tests.  In  addition  to  having  a  well-defined 
purpose  there  are  certain  other  criteria  which  should  guide  one  in  se- 
lecting a  standardized  test.  The  scope  of  this  circular  does  not  permit 
their  complete  enumeration  and  discussion,  but  the  following  summary 

[8] 


mentions  the  chief  points  to  be  observed.  One  should  if  possible  not 
merely  try  to  rate  tests  on  these  points  by  studying  the  tests  themselves, 
but  also  by  consulting  critical  studies  of  the  tests  and  utilizing  the  data 
which  are  available,  especially  those  which  indicate  how  reliable1  and 
valid2  the  tests  are.  In  addition  to  utilizing  whatever  information  may 
be  obtained  from  critical  studies,  there  are  a  few  relatively  simple  cri- 
teria which  should  always  be  applied. 

1.  The  test  should  be  reasonably  simple  to  give  and  should  not  re- 
quire a  large  amount  of  time  for  scoring.  The  scoring  also  should  be 
highly  objective.3  This  criterion  is  particularly  important  when  educa- 
tional tests  are  being  introduced  into  a  school  system. 

2.  No  test  should  be  selected  for  use  unless  it  is  accompanied  by  de- 
tailed directions  for  its  giving  and  scoring. 

3.  When  a  second  application  of  the  test  is  desired  the  use  of  a 
duplicate  form  is  recommended.  Frequently  such  forms  have  been 
found  to  be  lacking  in  equivalence  and  for  this  reason  it  is  important 
that  the  degree  of  their  equivalence  be  known. 

4.  Usually  a  test  should  not  be  chosen  unless  satisfactory  norms  are 
available.  Occasionally  the  use  of  a  test  which  is  in  process  of  stand- 
ardization is  justified.  However,  for  the  most  part  it  is  wise  to  limit  the 
selection  to  those  tests  for  which  satisfactory  norms  have  been  deter- 
mined. 

5.  The  cost  of  the  test  materials  deserves  consideration,  but  in  esti- 
mating it  one  should  always  take  into  account  the  amount  and  signifi- 
cance of  the  information  yielded  by  the  test.  We  now  have  available 
batteries  of  educational  tests  which  yield  measures  of  achievement  in 
several  different  fields.  Although  the  expense  per  pupil  for  such  a  bat- 
tery of  tests  may  seem  large,  it  may  prove  much  less,  when  considered 
with  reference  to  the  information  yielded,  than  that  for  other  tests  hav- 
ing a  smaller  cost  per  pupil. 

The  present  interest  in  examinations,  especially  those  of  the  ob- 
jective type.  In  connection  with  this  brief  discussion  of  standardized 
tests  and  their  place  in  a  complete  testing  program,  it  seems  appropri- 


1A  test  is  reliable  when  it  measures  whatever  it  does  measure  accurately,  or  in 
other  words  if  the  same  results  are  secured  when  it  is  given  two  or  more  times  to  the 
same  pupils. 

2A  test  is  valid  when  it  measures  the  ability  or  characteristic  which  it  is  supposed 
to  measure. 

3A  test  or  score  is  objective  if  it  is  not  influenced  by  the  personal  opinion  or  judg- 
ment of  the  person  doing  the  scoring,  that  is,  if  all  competent  scorers  agree. 

[9] 


ate  to  call  attention  to  the  great  amount  of  interest  recently  manifested 
in  the  improvement  of  examinations,  especially  in  the  construction  of 
the  new  or  objective  type.  Hundreds  of  magazine  articles  and  educa- 
tional addresses  have  dealt  with  the  topic.  Emphasis  has  been  placed 
upon  it  in  many  courses  given  prospective  and  experienced  teachers,  and 
in  many  other  ways  interest  has  been  aroused  and  information  dissem- 
inated. 

The  comparative  advantages  and  disadvantages  of  standardized 
tests  and  examinations  constructed  by  classroom  teachers.  It  has  been 
stated  that  both  standardized  tests  and  the  two  varieties  of  examina- 
tions constructed  by  teachers  have  their  place  in  a  complete  testing  pro- 
gram. It  seems  desirable,  also,  to  mention  briefly  the  mutual  advan- 
tages and  disadvantages  of  the  two  kinds  of  measuring  instruments  and 
to  show  that  each  performs  certain  functions  of  measurement  more  sat- 
isfactorily than  does  the  other.  The  additional  comment  should  prob- 
ably be  made  that  some  of  the  advantages  of  standardized  tests  over 
teacher-made  examinations  can  be  greatly  reduced  if  not  entirely  elim- 
inated by  applying  certain  of  the  principles  followed  in  the  construction 
and  use  of  the  former  to  the  latter. 

One  of  the  most  important  advantages  possessed  by  standardized 
tests  is  that  norms  are  available  for  them  so  that  the  achievement  of  a 
group  of  pupils  can  be  compared  with  that  of  other  pupils  of  the  same 
age,  in  the  same  grade,  or  in  some  other  homogeneous  group.  This  ren- 
ders it  much  easier  to  rate  the  efficiency  of  a  school  system  or  of  a 
teacher,  but  sometimes  has  a  tendency  to  lead  to  the  undesirable  ac- 
ceptance of  general  standards  of  achievement  as  appropriate  goals  for  a 
particular  group  of  pupils,  when  because  of  differences  in  pupil  ability 
or  other  conditions  such  standards  are  inappropriate.  A  second  advan- 
tage of  standardized  tests  is  that  they  are  usually  constructed  by  per- 
sons who  are  relatively  expert  in  making  them  and  that  much  more  care 
is  devoted  to  determining  their  content  and  form.  Furthermore,  largely 
because  of  the  fact  just  stated,  they  are  generally  more  objective,  reli- 
able, and  valid.  Their  objectivity  and  reliability,  however,  is  not  as 
much  greater  than  that  of  well  constructed,  prepared,  and  scored  dis- 
cussion examinations  as  has  often  been  supposed  and  no  greater  than 
that  of  new-type  or  objective  tests.  On  the  other  hand,  standardized 
tests  are  not  usually  well  adapted  to  local  courses  of  study  and  the  in- 
struction of  individual  teachers,  and  therefore  are  less  valid  as  meas- 
ures of  certain  portions  of  what  has  been  taught  than  are  ordinary  ex- 


[10  J 


aminations.  In  many  cases,  duplicate  forms  of  standardized  tests  do  not 
exist  and  the  content  covered  is  such  that  it  is  undesirable  to  repeat  the 
same  form;  therefore  progress  cannot  be  satisfactorily  measured.  One 
of  the  chief  advantages  claimed  for  standardized  tests  is  that  their  use 
saves  much  of  the  teacher's  time.  Undoubtedly  this  is  true,  though  it 
requires  no  more  time  to  score  new-type  tests  than  those  which  have 
been  standardized.  On  the  other  hand,  the  careful,  thoughtful  prepara- 
tion of  a  set  of  examination  questions  by  a  teacher  leads  to  an  evalua- 
tion of  what  she  has  been  attempting  to  do  in  the  classroom  that  is  fully 
worth  all  the  time  it  takes.  A  final  disadvantage  of  standardized  tests 
is  that  if  sudden  exigencies  arise  they  cannot  be  secured  soon  enough 
for  use.  Their  cost  is  another  reason  for  not  using  them  on  every  occa- 
sion.  It  usually  ranges  from  one  to  five  or  six  cents  per  pupil. 

The  actual  administration  of  standardized  tests.  To  carry  out  a 
successful  and  profitable  testing  program  it  is  not  only  necessary  that 
the  tests  employed  be  selected  in  view  of  the  desired  results  and  of  the 
criteria  named  above,  but  also  that  they  be  properly  given,  scored,  and 
the  results  correctly  interpreted.  In  connection  with  the  giving  and 
scoring  of  tests  the  one  point  which  needs  emphasis  above  all  others  is 
that  those  giving  them  should  follow  in  all  points  the  directions  accom- 
panying the  tests.  Such  directions  can  frequently  be  improved  upon, 
but  it  is  not  the  place  of  the  teacher  to  do  so  since  this  will  prevent  the 
results  obtained  from  being  strictly  comparable  with  those  secured  by 
others  who  have  employed  the  same  test.  The  directions  accompanying 
some  tests  are  not  complete.  If  these  are  to  be  used,  those  who  are  to 
give  and  score  them  should  examine  enough  other  similar  tests  or 
treatises  on  tests  to  find  what  is  the  accepted  procedure  in  each  of  the 
points  in  question  and  then  follow  this  procedure. 

In  connection  with  the  interpretation  of  test  scores  it  is  difficult  to 
summarize  in  a  few  words  just  what  should  be  done.  One  should  be 
careful  to  consider  all  causes  which  may  have  produced  errors  in  the 
scores  and  all  data  relevant  to  the  pupils'  achievements.  For  example, 
in  arriving  at  the  significance  of  the  scores  earned  by  a  seventh-grade 
class  on  a  history  test  it  is  helpful  to  have  information  concerning  the 
general  intelligence  level  and  the  reading  ability  of  the  class,  to  know 
how  long  history  has  been  studied,  if  the  test  was  given  under  normal 
conditions,  or  if  some  disturbing  element  affected  the  pupils'  work  upon 
it,  and  so  on,  as  well  as  to  know  what  other  pupils  of  the  same  grade, 
age,  and  mental  ability  score  on  the  same  test. 


[11] 


A  short  list  of  references  on  testing.  In  connection  with  the  brief 
discussion  of  tests  and  the  list  given  below  it  seems  in  place  to  mention 
a  few  of  the  most  useful  sources  to  which  one  may  refer. 

The  Bureau  of  Cooperative  Research  of  Indiana  University  has 
published  a  "Bibliography  of  Educational  Measurements"  which  at- 
tempts to  list  all  standardized  tests  and  to  give  for  each,  more  or  less, 
the  same  information  as  is  given  about  the  tests  mentioned  in  this  cir- 
cular. The  first  revision  of  this  list  appeared  in  1925  and  a  second  re- 
vision is  due  in  1927. 

"The  Bibliography  of  Educational  and  Psychological  Tests  and 
Measurements"  issued  as  Bulletin  No.  55,  1923,  of  the  United  States 
Bureau  of  Education  contains  a  practically  complete  list  of  the  refer- 
ences on  standardized  tests  up  to  the  time  of  its  publication.  These  are 
so  classified  as  to  make  the  bibliography  easily  usable.  So  much  has 
been  done  in  this  field  within  the  past  few  years,  however,  that  a  bibliog- 
raphy only  four  or  five  years  old  is  largely  out  of  date. 

Undoubtedly  the  best  rather  elementary  book  devoted  to  educa- 
tional tests  and  measurements  is  the  revised  edition  of  Monroe,  DeVoss, 
and  Kelly's  "Educational  Tests  and  Measurements,"  published  by 
Houghton  Mifflin  Company.  In  addition  to  the  chapters  discussing  test- 
ing programs,  the  construction  of  tests,  the  meaning  of  scores,  the  uses 
of  tests,  and  the  improvement  of  examinations,  this  contains  descriptions 
and  criticisms  of  a  fairly  large  number  of  elementary-school  and  a 
smaller  number  of  high-school  tests,  with  suggestions  as  to  what  to  do 
with  the  results.  Its  chief  limitation  is  the  same  as  that  mentioned  for 
the  United  States  Bureau  Bibliography,  that  any  publication  in  this  field 
soon  becomes  largely  out  of  date.  This  is,  however,  somewhat  less  true 
in  the  elementary  than  in  the  high-school  field. 

Trabue's  "Measuring  Results  in  Education,"  published  by  the 
American  Book  Company,  provides  a  good  elementary  introduction  to 
the  use  of  tests  and  also  to  statistical  methods  in  education.  It  does 
not  describe  nearly  as  many  tests  as  Monroe,  DeVoss,  and  Kelly,  and 
is  not  as  critical  in  its  discussion  of  them,  but  gives  one  a  rather  good 
idea  of  the  significance  and  possibilities  of  the  testing  movement. 

Van  Wagenen's  "Educational  Diagnosis  and  Measurement  of 
School  Achievement,"  published  by  the  Macmillan  Company  only  about 
a  year  ago,  is  a  totally  different  type  of  book.  It  does  not  devote  much 
attention  to  general  principles  or  to  the  description  and  use  of  a  large 
number  of  particular  tests,  but  rather  in  considerable  detail  presents 

[12] 


certain  phases  of  the  technique  of  employing  test  results  in  practical 
school  procedures.  It  is  tedious  reading  and  in  some  places  requires 
very  close  attention  to  tables  and  figures,  but  nevertheless  serves  to  ac- 
quaint the  careful  reader  with  many  of  the  commonly  accepted  remedial 
and  follow-up  procedures. 

Monroe's  "Introduction  to  the  Theory  of  Educational  Measure- 
ment," published  by  Houghton  Miffln  in  1923,  is  a  more  advanced  treat- 
ment than  any  of  those  mentioned  above.  It  discusses  the  nature  of  ed- 
ucational measurements,  the  construction,  evaluation,  and  use  of  tests, 
and  related  topics  in  critical  fashion,  providing  the  best  and  the  only 
rather  complete  advanced  treatment  of  the  subject.  The  writer  would 
not  recommend  that  the  ordinary  beginner  in  the  field  read  this  book 
until  after  a  more  elementary  one,  such  as  Monroe,  DeVoss,  and  Kelly, 
or  Trabue,  has  been  mastered. 

Another  relatively  advanced  text  is  McCall's  "How  to  Measure  in 
Education,"  published  by  the  Macmillan  Company  some  five  years  ago. 
Part  I,  which  deals  with  the  use  of  measurements,  is  of  most  practical 
value,  whereas,  Part  II,  dealing  with  the  construction  and  standardiza- 
tion of  tests,  is  of  more  interest  to  the  expert  or  specialist  in  this  field. 
This  book  does  not  cover  the  subject  in  as  well-rounded  a  way  as  the 
one  last  mentioned. 

In  addition  to  these  a  number  of  other  books  dealing  with  the  gen- 
eral topic  have  appeared  within  the  last  few  years.  While  several  of 
them  have  distinctive  merits  they  are  not,  in  the  opinion  of  the  writer, 
as  helpful  nor  as  well-balanced  as  those  briefly  described  above.  Much 
material  on  tests  may  also  be  found  in  the  publications,  especially  the 
doctor's  dissertations,  of  the  Bureau  of  Publications  of  Teachers  College, 
Columbia  University.  These  contain  many  critical  studies  of  tests  as 
well  as  accounts  of  their  use.  In  addition  to  the  sources  already  referred 
to  hundreds  and  even  thousands  of  bulletins,  circulars,  pamphlets,  and 
magazine  articles  along  this  line  have  appeared,  many  of  which  contain 
very  helpful  material  in  connection  with  the  critical  evaluation  of  tests, 
the  interpretation  and  use  of  results,  follow-up  programs,  and  other  re- 
lated topics.  Most  of  the  books  on  this  subject  contain  references  to 
fairly  large  numbers  of  these  articles.  Among  the  periodicals  in  which 
many  of  them  have  appeared  may  be  named  the  Journal  of  Educational 
Research,  the  Journal  of  Educational  Psychology,  Educational  Adminis- 
tration and  Supervision,  School  and  Society,  the  School  Review,  the  El- 
ementary School  Journal,  and  the  Teachers  College  Record.    Anyone 


[13] 


who  has  access  to  a  library  which  is  fairly  well  stocked  with  recent  edu- 
cational publications  should  have  little  trouble  in  finding  a  large  amount 
of  literature  dealing  with  this  general  subject. 

Scope  of  the  following  list.  It  has  been  the  writer's  intention  to 
include  in  the  following  list  only  tests  which  are  available  for  general 
use,  and  which  possess  enough  merit  to  warrant  their  utilization.  Tests 
which  he  considers  distinctly  unsatisfactory  are  omitted.  In  view  of  the 
large  number  of  tests  now  published,  it  is  practically  impossible  for  any- 
one to  make  such  a  careful  study  of  them  that  he  can  fully  justify  the  in- 
clusion or  exclusion  of  each  in  connection  with  such  a  list  as  that  given 
below.  This  is  especially  true  of  relatively  new  tests  which  must  be 
judged  chiefly  by  their  form  and  appearance  and  not  by  the  actual  re- 
sults of  their  use.  It  is  very  probable  that  tests  have  been  omitted  which 
possess  greater  merit  than  some  included  in  the  list  and  likewise  that 
some  have  been  included  which  should  not  be  recommended. 

The  tests  named  are  also  limited  to  those  in  school  subjects  and  in 
general  intelligence.  Many  tests  and  scales,  such  as  those  for  measur- 
ing school  buildings,  determining  vocational  aptitudes,  rating  character 
and  personality,  and  so  forth  have  a  distinct  value  in  educational  work, 
but  have  not  been  included.  Xone  of  those  primarily  intended  to  be 
used  as  practice  or  drill  material,  even  though  they  are  essentially  tests, 
have  been  included  in  the  main  list,  although  a  few  are  mentioned  in  a 
supplementary  one.  Xo  tests  have  been  included  in  certain  subjects, 
such  as  foreign  language  and  general  science,  which  are  sometimes 
taught  in  the  upper  elementary  grades,  but  are  usually  thought  of  as 
high-school  subjects.  Anyone  interested  therein  should  consult  the 
companion  circular  to  this,  entitled  "Educational  Tests  for  Use  in  High 
Schools,  Second  Revision."  Tests  sometimes  used  at  or  near  the  comple- 
tion of  the  eighth  grade  for  determining  probable  success  in  high  school 
work  are  likewise  listed  in  the  circular  just  mentioned  rather  than  in 
this  one. 

In  listing  each  test  the  exact  title  has  been  given  with  information 
as  to  the  various  parts  or  divisions  and  forms,  and  as  to  the  grades  for 
which  it  is  intended.  Following  this  is  a  very  brief  description  and  crit- 
icism and  finally  the  name  and  address  of  the  publisher  with  the  price 
quoted  at  the  time  of  writing.  In  some  cases  tests  may  be  secured  from 
service  bureaus  of  state  universities  and  other  sources  than  the  publish- 
ers, but  no  attempt  has  been  made  to  name  such  sources. 


[14] 


Prices.  The  prices  given  in  the  following  list  are  those  quoted  by 
publishers  in  their  last  announcements  or  price  lists  available  at  the 
time  of  writing.  In  practically  all  cases  publishers  reserve  the  right  to 
change  prices  without  notice,  but  such  changes  are  not  very  frequent  and 
when  they  do  occur  are  not  likely  to  be  great.  It  will  be  noticed  that 
the  prices  given  are  not  always  for  the  same  number  of  copies,  but  in 
some  cases  for  a  single  copy,  in  others  for  25,  100,  or  some  other  num- 
ber. The  reason  for  this  diversity  is  that  the  publishers'  methods  of  giv- 
ing quotations  have  been  followed.  Ordinarily  when  a  price  is  quoted  for 
a  relatively  small  number  of  tests,  such  as  25,  it  means  that  they  are 
sold  only  in  lots  of  this  number  or  some  multiple  thereof.  When  prices 
are  quoted  for  single  copies  and  usually  when  quoted  for  100  copies  the 
exact  number  desired  can  be  purchased.  The  price  given  for  one  or  any 
number  of  copies  of  a  test  which  possesses  more  than  one  form  is  for 
the  stated  number  of  copies  of  any  one  form,  unless  otherwise  stated. 
Also  in  some  cases  the  prices  quoted  for  a  number  of  copies  includes  a 
set  of  directions  for  giving  and  scoring,  whereas  in  others  it  does  not. 
If  the  teachers'  manual  or  set  of  directions  for  giving  and  scoring  is  not 
priced  separately  it  is  to  be  understood  that  a  copy  of  this  is  included  in 
each  set  containing  the  number  of  tests  for  which  the  price  is  given.  In 
many  cases,  publishers  who  quote  prices  for  25,  100,  or  some  other 
number  of  tests  have  special  prices  for  a  specimen  set  including  a  single 
copy  of  the  test,  a  teacher's  manual,  and  so  forth.  Such  prices  have  not 
been  included.  Occasionally,  the  purchaser  is  required  to  pay  transpor- 
tation charges  in  addition  to  the  prices  quoted,  but  this  is  not  generally 
true. 

It  should  be  noted  that  in  the  case  of  scales,  such  as  those  in  hand- 
writing, composition,  and  so  forth,  which  are  to  be  used  only  by  the 
teacher  or  perhaps  posted  so  that  pupils  can  see  and  use  them  but  do 
not  require  individual  copies,  only  one  is  needed  for  a  class.  In  the 
case  of  most  tests  one  will  be  needed  for  each  member  of  the  class  and 
ordinarily  an  additional  copy  for  the  teacher  with  one  set  of  directions 
for  giving  and  scoring. 

ARITHMETIC 

Buckingham  Scales  for  Problems  in  Arithmetic 

Divisions  I,  II,  and  III;  Forms  1  and  2  of  each 

The  three  divisions  are  respectively  for  Grades  III  and  IV,  V  and  VI,  and  VII 
and  VIII.  The  use  of  the  scale  has  shown  that  the  scores  yielded  by  the  different  divi- 
sions are  not  strictly  comparable. 

Public  School  Publishing   Company,   Bloomington,   Illinois.    80c   per  100. 

[15] 


Buswell-John  Diagnostic  Test  for  Fundamental 
Processes  in  Arithmetic 

Each  of  the  four  pages  of  this  test  covers  one  of  the  four  fundamental  operations 
and  contains  examples  ranging  in  difficulty  from  very  easy  to  as  hard  as  should  be 
taught  in  the  elementary  grades.  The  test  must  be  given  individually  and  while  the 
pupil  works  the  teacher  watches  and  makes  note  of  what  the  pupil  does,  especially  what 
seems  to  cause  the  errors  he  makes.  This  test  has  considerable  diagnostic  value,  but 
there  are  not  sufficient  examples  of  each  type  and  degree  of  difficulty  to  enable  a  com- 
plete diagnosis  to  be  made.  The  test  is  suitable  for  use  in  all  grades  in  which  arithmetic 
is  taught. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  Single  copy, 
pupil's  sheet,  2c;  single  copy,  teacher  s  chart,  5V-ic;  manual  of  directions, 
15c;  $2.50  per  50  of  both  pupil  sheets  and  teacher's  charts. 

Clapp-Huebner  Standard  School  Tests — The  Number  Combinations 

Test  A — In  Single  Form 
Test  B — In  Problems 
Test  C — Special  Diagnostic  Problems 

Each  test  covers  the  four  fundamental  operations.  A  includes  all  of  the  single 
digit  combinations  in  separate  examples.  B  all  of  them  combined  into  a  relatively  small 
number  of  examples,  whereas  C  is  intended  to  determine  the  combinations  which  cause 
the  pupil's  difficulty  in  actual  work.    They  are  suitable  for  Grades  III  to  VIII. 

Lakeland  Publishing  Company,  217  North  Mill  Street,  Madison,  Wisconsin. 
$1.50  per  100. 

Clapp-Young  Self-Marking  School  Tests  No.  2.   Arithmetic 

Form  A 

This  test  consists  of  twenty-five  written  problems,  to  each  of  which  four  possible 
answers  are  given.  The  test  is  so  arranged  that  pupils'  answers  are  automatically  re- 
corded as  right  or  wrong,  and  by  releasing  a  few  clips  and  turning  a  page,  pupils  can 
not  only  learn  the  correctness  of  their  answers,  but  the  probable  reasons  for  mistakes. 
It  is  suitable  for  any  of  the  upper  elementary  grades.  This  test  has  appeared  very 
recently  and  has  not  yet  received  wide  use. 

Lakeland  Publishing  Company,  217  North  Mill  Street,  Madison,  Wisconsin. 
$1.25  per  25. 

Cleveland  Survey  Test  in  Arithmetic 

Forms  1  and  2 

This  is  a  battery  of  fifteen  sub-tests  arranged  in  spiral  form  for  use  in  Grades  III 
to  VIII.  It  possesses  marked  diagnostic  value,  though  it  does  not  yield  as  complete  a 
diagnosis  as  two  or  three  other  series,  and  is  also  short  enough  that  it  may  be  used  for 
general  survey  purposes.  Thirteen  of  the  sub-tests  deal  with  the  fundamental  opera- 
tions with  integers,  and  two  with  common  fractions. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.90  per  100. 

Compass  Diagnostic  Tests  in  Arithmetic 

Test  I,  Addition  of  Whole  Numbers  (Grades  II-VIII) 
Test  II,  Subtraction  of  Whole  Numbers   (Grades  II-VIII) 
Test  III,  Multiplication  of  Whole  Numbers   (Grades  1II-VIII) 

[16] 


Test  IV,  Division  of  Whole  Numbers  (Grades  IV-VIII) 

Test  V,  Addition  of  Fractions  and  Mixed  Numbers   (Grades  V-VIII) 

Test  VI,  Subtraction  of  Fractions  and  Mixed  Numbers   (Grades  V-VIII) 

Test  VII,  Multiplication  of  Fractions  and  Mixed  Numbers    (Grades  V-VIII) 

Test  VIII,  Division  of  Fractions  and  Mixed  Numbers   (Grades  V-VIII) 

Test  IX,  Addition,  Subtraction,  and  Multiplication  of  Decimals   (Grades  V-VIII) 

Test  X,  Division  of  Decimals   (Grades  VI-VIII) 

Test  XI,  Addition  and  Subtraction  of  Denominate  Numbers   (Grades  VI-VIII) 

Test  XII,  Multiplication  and  Division  of  Denominate  Numbers   (Grades  VI-VIII) 

Test  XIII,  Mensuration   (Grades  VII-VIII) 

Test  XIV,  the  Basic  Facts  of  Percentage    (Grades  VI-VIII) 

Test  XV,  Interest  and  Business  Forms   (Grades  VII-VIII) 

Test  XVI,  Definitions,  Rules,  and  Vocabulary  of  Arithmetic   (Grades  IV-VIII) 

Test  XVII,  Problem  Analysis:    Elementary   (Grades  V-VI) 

Test  XVIII,  Problem  Analysis:    Advanced   (Grades  VII-VIII) 

Test  XIX,  General  Problem  Scale:    Elementary  (Grades  V-VI) 

Test  XX,  General  Problem  Scale:    Advanced    (Grades  VII-VIII) 

This  is  probably  the  most  complete  series  of  achievement  tests   as  distinguished 

from  practice  tests  in  arithmetic.     It  can  be  seen  by  glancing  at  the  list  above  that 

the  twenty  tests  of  the  series  cover  all  the  different  phases  of  elementary  arithmetic. 

Each  test  contains  examples  or  problems  of  different  degrees  of  difficulty  arranged   in 

order  from  easy  to  hard. 

Scott,  Foreman  and  Company*  625  South  W abash  Avenue,  Chicago. 

Tests  I,  11,  VI,  VII,  XIX,  and  XX,  each  25c  per  25;  Tests  III,  IV,  V,  VIII, 
IX,  X,  XI,  XII,  and  XVI,  each  50c  per  25;  Tests  XIII,  XIV,  and  XV, 
each  $1.00  per  25;  Tests  XV 11  and  XV III,  each  $1.25  per  25;  teach- 
ers manual,  20c. 

Courtis  Research  Test  in  Arithmetic,  Series  B 

Forms  1,  2,  3,  and  4 

This  is  the  well-known  series  of  Courtis  Arithmetic  Tests  for  use  in  Grades  IV  to 
VIII,  and  has  undoubtedly  received  the  widest  use  of  any  test  in  this  subject.  Each  of 
the  four  sub-tests  contains  twenty-four  uniform  examples  in  one  of  the  four  funda- 
mentals. 

Courtis  Standard  Tests,  1807  East  Grand  Boulevard,  Detroit.   75c  per  40. 

Denver  Curriculum  Tests  in  Arithmetic 

Fundamentals  in  Integers;  Tests  for  Grades  IIA-IIIA,  and  IVB-VIA 
Fractions  and  Decimals 

Problem  Solving;  Tests  for  Grades  IIA-IIIA,  IVB-VB,  and  VA-VIIIA 
Forms  2,  3,  4,  5,  and  6  of  each 

Each  of  the  tests  contains  a  rather  limited  number  of  examples  of  the  sort  indi- 
cated by  its  title. 

Denver  Public  Schools,  414  Fourteenth  Street,  Denver,  Colorado.  Single 
copy,  10c;  in  quantity,  lc  each. 

Foran  Diagnostic  Computation  Scales 

Parts  I  and  II;  Forms  A,  B,  and  C  of  each 

Part  I  is  for  Grades  II,  III,  and  IV,  and  Part  II  for  V,  VI,  VII,  and  VIII.  Each 
of  the  former  contains  forty-six  examples  in  order  of  increasing  difficulty  and  each  of 

1This  company  may  also  be  addressed  at  5  West  Nineteenth  Street,  New  York  City,  and  63 
North  Pryor  Street,   Atlanta,  Georgia. 

[17] 


the  latter  fifty-eight  similarly  arranged.    Not  enough  examples  are  included  to  make  the 
scales  perfectly  diagnostic,  but  they  have  considerable  value  in  that  respect. 

Catholic  Education   Press,   1326   Quincx   Street,   X.   E.,   Washington,  D.  C. 
$1.90  per  100. 

Lunceford  Diagnostic  Test  in  Addition 

Forms  1  and  2 

This  is  a  test  dealing  with  the  pairs  of  single  digits  intended  for  use  in  primary 
grades.   The  two  forms  are  contained  on  two  different  sheets  of  the  same  folder. 

Bureau  of  Educational  Measurements  and  Standards,  Kansas  State  Teachers 
College,  Emporia.   25c  per  25;  80c  per  100. 

Monroe  Diagnostic  Tests  in  Arithmetic 

Parts  I,  II,  III,  and  IV 

The  first  two  parts  deal  with  integers  and  are  intended  for  Grades  IV  to  VIII  and 
V  to  VIII  respectively,  the  third,  with  common  fractions,  for  Grades  VI  to  VIII,  and 
the  last,  with  decimals,  also  for  Grades  VI  to  VIII.  Part  I  contains  six  sub-tests  and 
each  of  the  others  five.  These  tests  yield  rather,  though  not  perfectly,  satisfactory 
diagnostic  measures  and  until  recently  were  undoubtedly  the  best  series  available  for 
this  purpose. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    85c  per  100. 

Monroe  General  Survey  Scales  in  Arithmetic 

Scales  I  and  II;  Forms  1,  2.  and  3  of  each 

Scale  I  is  for  Grades  III,  IV,  and  V,  and  II  for  VI,  VII,  and  VIII.  The  former 
deals  with  integers  alone,  whereas,  the  latter  includes  common  and  decimal  fractions 
also.  Each  scale  consists  of  several  sub-tests,  but  it  is  not  recommended  that  they  be 
used  for  diagnostic  purposes.  These  scales  are  among  the  two  or  three  most  widely 
used  in  Arithmetic. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  100. 

Monroe  Standardized  Reasoning  Tests  in  Arithmetic 

Tests  I,  II,  and  III;  Forms  1  and  2  of  each 

Test  I  is  for  Grades  IV  and  V,  II  for  VI  and  VII,  and  III  for  VIII.  These  tests 
are  unique  in  that  they  yield  separate  scores  for  correctness  of  principle  and  of  answer. 
The  scores  yielded  by  the  three  tests  are  not  comparable. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    80c  per  100. 

Myers  Problem  Power  Scale 

Forms  1  and  2 

Each  form  consists  of  forty-eight  written  problems  printed  on  a  cardboard  folder 
which  is  provided  with  openings  so  that  all  of  the  pupils'  work  is  done  upon  blank 
paper  underneath  the  cardboard.  Thus  the  same  cardboard  form  may  be  used  over  and 
over  again.  Apparently  this  scale  has  not  yet  received  as  wide  use  as  several  others 
dealing  with  written  problems.    Tentative  norms  are  given  for  Grades  III  to  VI. 

Plymouth  Press,  6749  Jf'entworth  Avenue,  Chicago.    Single  copy,  30c;  $3.00 
per  12. 

[18] 


Otis  Arithmetic  Reasoning  Test 

Forms  A  and  B 

This  is  Test  5  of  the  Otis  Group  Intelligence  Scale,  Advanced  Examination, 
printed  separately.  It  contains  written  problems  and  is  suitable  for  use  in  Grade  IV 
and  above. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   40c  per  25. 

Spencer  Diagnostic  Tests  in  Arithmetic 

Tests  I,  II,  and  III;  Forms  A  and  B  of  each 

Test  I  is  for  Grades  III  and  IV,  II  for  V  and  VI,  and  III  for  VII  and  VIII.    The 

first  consists  of  the  examples  in  the  four  fundamentals  and  easy  problems  in  denominate 
numbers,  the  second  the  same  and  common  and  decimal  fractions  and  the  third  includes 
problems  in  percentage,  mensuration,  ratio  and  proportion,  and  written  problems  with- 
out numbers. 

Bureau    of   Administrative    Research,    College    of   Education,    University    of 
Cincinnati,  Cincinnati.   Single  copy,  2V-ic;  $2.00  per  100. 

Stanford  Arithmetic  Examination 

Forms  A  and  B 

This  consists  of  the  two  arithmetic  tests  in  the  Stanford  Achievement  Test  printed 
together  and  may  be  used  in  all  elementary  grades  except  the  first.  It  includes  both 
numerical  and  written  problems. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.00  per  25;  man- 
ual of  directions,  20c. 

Stevenson  Problem  Analysis  (Arithmetic  Reading)  Test 

Tests  I  and  II;  Forms  1  and  2  of  each 

Each  test  consists  of  six  written  problems  which  are  to  be  analyzed  to  determine 
which  of  four  given  facts  are  stated  in  the  problem,  which  of  four  given  things  is  asked 
for,  which  of  four  given  answers  is  most  reasonable  and  which  of  the  four  fundamental 
operations  should  be  used  in  solving  the  problem.  Test  I  is  for  Grades  IV  to  VI,  and 
II  for  VII  to  IX. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  100. 

Stone  Reasoning  Test 

Forms  1  and  2 

The  first  form  of  this  test  is  generally  considered  the  first  really  standardized  test 
in  any  school  subject.  It  was  originally  intended  for  use  in  Grade  VI  only,  but  may 
also  be  used  in  Grades  V,  VII,  and  VIII.  It  probably  should  not  be  ranked  among 
the  best  tests  on  written  problems,  but  is  listed  here  largely  because  for  some  years  it 
was  practically  the  only  test  in  this  field  and  therefore  has  been  widely  used. 

Bureau  of  Publications,   Teachers  College,   Columbia   University,  New   York 
City.    40c  per  100;  manual  of  directions,  65c. 

Theisen-Woody  Parallel  Arithmetic  Tests 

This  is  a  series  of  four  tests  which  parallel  the  four  in  Series  A  of  the  Woody 
Arithmetic  Scales.     In  other  words  they  are  really  duplicate  forms  of  the  latter. 

Parker  Company,  12  South  Carroll  Street,  Madison,  Wisconsin.   75c  per  100. 

[19] 


Van  Wagenen  Revision  of  Woody  Arithmetic  Scales 

TWidnm  I    11    and  III:  Scales  R  and  S  of  each 

V  n    Vagenen  se    cted  exercises  from  the  Woody  Arithmetic  Scales  and  arranged 

^IsuSbTt^aW  no  better  than  the  Woody-McCaU  Mixed  Fund— 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  100. 

Wildeman  Standardized  Test  in  the  Fundamental  Operations  with 
Common  Fractions 

SSi  this  test  is  not  very  widely  used  it  is  mentioned  ^^™j£ 
tests  dealing  with  fractions  alone.  It  consists  of  fifteen  examples  in  addition,  the  same 
number  in  subtraction,  and  twelve  each  in  multiplication  and  division. 

Plymouth  Press,  6749  Wentworth  Avenue,  Chicago.   90c  per  100. 

Wilson  General  Survey  Test  in  Arithmetic 

Srte!^  whfch  is  intended  for  Grades  V  to  VII,  but  can  well  be  used  in  VIII 
also  gTves  a  brief  general  survey  measure.  It  includes  the  four  fundamental  operations 
with  both  integers  and  fractions  and  knowledge  of  business  situations. 

University  Publishing  Company,1  2126  Prairie  Avenue,  Chicago.   30c  per  25. 

Wisconsin  Inventory  Tests  in  Arithmetic 

Test  I,  First  Decade  Simple  Addition 

Test  II,  First  Decade  Subtraction 

Test  III,  Single  Digit  Multiplication 

Test  IV,  Short  Division 

Test  V,  Higher  Decade  Addition  m  . 

Test  VI,  Addition  Combinations  Needed  for  Carrying  m  Multiplication 

Test  VII    Zero  Quotient  Combinations  in  Short  Division 

Ttese^i^inSrto  yieid  rather  highly  diagnostic  measures  of  the  various 

abilities  covered  and  in  most  cases  do  so. 

Public  School  Publishing  Company,  Bloommgton,  Illinois.    $1.00  per  1UU. 

Witham's  Standard  Arithmetic  Tests 

No.  1.  General  Survey 
No.  2.  Fractions 
No.  3.  Decimals 
No.  4.  Percentage 

Sis  is^r^rmoirwidely  used  series,  but  apparently  possesses ^ 

merit  as  some  that  are.     Each  test  is  rather  brief.     Norms  are  available  from  Grades 

V  to  VIII. 

/.  L.Hammett,  Cambridge,  Massachusetts.    $1.00  per  M. 

■ ^Tcompany   may  also  be   addressed   at    1126   Q  street    Lincoln,   Nebraska;    325    East   Twenty- 
third  street,  New   York  City;   and  2013   Jackson   street.   Dallas,   Texas. 

[20] 


Woody  Arithmetic  Scales 

Series  A 

Series  B;  Forms  1  and  2 

Series  B  is  a  shorter  form  of  A,  consisting  of  about  half  as  many  examples.  Each 
series  includes  four  scales,  one  in  each  of  the  four  fundamental  operations.  Each  scale 
consists  of  examples  of  varying  degrees  of  difficulty  dealing  with  integers,  common  and 
decimal  fractions,  and  denominate  numbers.  The  scales  may  be  used  in  Grades  III 
to  VIII. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  Series  A,  each  scale,  50c  per  1G0;  Series  B,  folder  containing  all 
four  scales,  $1.50  per  100. 

Woody-McCall  Mixed  Fundamentals  in  Arithmetic 

Forms  I,  II,  III,  and  IV 

This  is  a  special  arrangement  of  the  Woody  Arithmetic  Scales  made  by  McCall. 
Each  form  includes  examples  in  all  four  fundamentals.  Therefore  these  are  suitable  for 
brief  general  survey  purposes,  as  the  Woody  scales  are  not. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.    60c  per  100. 


DRAWING 

Kline-Carey  Measuring  Scale  for  Free-Hand  Drawing 

Part  I — Representation,  Revised 

This  really  consists  of  four  scales  dealing  respectively  with  houses,  rabbits,  human 
figures  in  action  and  trees  (brush  drawings).  Each  scale  consists  of  fourteen  specimens 
ranging  in  merit  from  zero  up  to  somewhere  near  100  with  a  criticism  of  each  specimen 
showing  its  strong  and  weak  points.  Although  contained  in  a  booklet  the  scales  can  be 
unfolded  so  that  all  of  each  is  before  the  eye  at  once.  The  authors  have  stated  that 
they  expect  to  prepare  Part  II  on  design  and  composition  and  Part  III  on  color,  but 
these  have  not  yet  appeared. 

Johns  Hopkins  Press,  Baltimore,  Maryland.  Copies  of  the  four  scales  and 
record  sheet,  30c;  booklet  containing  the  four  scales,  a  brief  account 
of  revision,  directions  for  use  and  record  sheet,  60c. 

Thorndike's  Scale  for  General  Merit  of  Children's  Drawings,  Revised 
and  Extended 

This  extension  of  Thorndike's  original  scale  contains  many  more  specimens,  there 
being  several  at  almost  every  step.  The  subjects  dealt  with  are  houses  and  human  fig- 
ures, the  latter  both  singly  and  in  groups.  This  scale  has  probably  received  much  wider 
use  than  that  of  Kline  and  Carey,  but  the  writer  doubts  if  it  can  be  used  any  more 
easily  or  yields  more  reliable  results. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.    Single  copy,  50c. 


[21] 


ENGLISH  COMPOSITION 
Clark  Letter  Writing  Test 

The  various  parts  of  this  test  require  pupils  to  identify  the  proper  expressions  for 
salutations  and  complimentary  closes  in  both  business  and  social  letters,  to  arrange  in 
proper  form  the  jumbled  portions  of  two  letters,  and  to  arrange  in  order  the  proper 
portions  of  a  business  and  a  social  letter. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $3.00  per  100. 

Driggs-Maynew  National  Scales  for  Measuring  Composition 

Scales  for  Grades  VII  and  VIII. 

Each  of  the  scales  consists  of  three  specimens  at  each  of  five  steps  with  a  very 
short  statement  of  the  characteristics  of  each  step.  The  specimens  were  all  written  upon 
the  general  topic,  ''The  Cost  of  Carelessness." 

University  Publishing  Company,  2126  Prairie  Avenue,  Chicago.  Booklet  jcon- 
taining  scales,  account  of  their  derivation,  directions  for  use,  and  so 
forth,  25c. 

Hudelson  Typical  Composition  Ability  Scale 

This  has  largely  superseded  the  same  author's  earlier  English  Composition  Scale 
,and  is  probably  the  most  widely  used  scale  for  general  purposes  in  this  project.  It  is 
printed  on  a  single  sheet  instead  of  in  booklet  form  as  was  Hudelson's  first  scale.  The 
specimens  in  the  scale  are  narratives  dealing  with  "A  Snowball  Fight  on  Slatter's  Hill." 
They  are  rated  in  terms  of  Hillegas  values  so  that  scores  given  are  comparable  with 
those  from  many  other  scales. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  Single  copy,  10c; 
$1.00  per  25;  teacher's  handbook,  10c. 

Leonard's  Scale  for  the  Judgment  of  Composition  Quality  Only 

This  scale,  which  also  uses  Hillegas  ratings,  consists  of  compositions  on  the  gen- 
eral subject,  "Doing  Something  Difficult  But  Worth  While."  At  some  steps  there  are 
two  specimens,  at  others  only  one.  It  is  rather  unique  that  no  errors  in  the  mechanics 
of  English  appear  in  it.  Following  each  specimen  its  chief  values  and  defects  are 
pointed  out. 

National  Council  of  Teachers  of  English,  506  West  Sixty-ninth  Street, 
Chicago.    Single  copy,  15c. 

Lewis  English  Composition  Scales 

These  five  scales  are  intended  to  be  used  in  measuring  the  following  types  of 
writing:  order  letters,  letters  of  application,  narrative  social  letters,  expository  social 
letters,  simple  narration.  The  original  form  of  these  scales  has  been  revised  so  that 
now  each  consists  of  from  eight  to  eleven  specimens  ranging  in  value  from  zero  or 
thereabouts  to  80  or  above  and  also  so  that  all  of  each  scale  can  be  before  the  sight 
at  once.  For  rating  letters  of  the  types  dealt  with,  the  first  four  of  these  scales  are 
undoubtedly  the  best  instruments  available.  On  these  scales  also  the  ratings  are  in 
terms  of  Hillegas  values. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Booklet  containing 
all  jive  scales,  25c. 


[22] 


Nassau  County  Supplement  to  the  Hillegas  Scale 

This  is  a  revision  of  the  original  Hillegas  Scale  which  improved  upon  it  in  several 
ways  and  largely  superseded  it.  Since  the  appearance  of  the  Hudelson  and  other  scales, 
however,  it  has  not  received  such  wide  use  as  formerly. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  Single  copy,  8c;  booklet,  describing  derivation,  giving  directions, 
norms,  and  practice  samples,  35c. 

Van  Wagenen  English  Composition  Scales 

This  series  consists  of  three  scales  intended  for  the  measurement  of  exposition, 
narration,  and  description,  respectively.  In  each  scale  are  fourteen  or  fifteen 
specimens,  each  of  which  is  rated  separately  on  thought  content,  structure,  and 
mechanics,  the  ratings  ranging  from  approximately  zero  to  about  100  and  being  equiva- 
lent to  Hillegas  values  multiplied  by  ten.  For  rating  expository  and  descriptive  themes 
these  scales  are  probably  the  best  available. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Booklet  containing  the 
three  scales,  directions  for  their  use,  and  practice  material,  25c. 

Willing  Scale  for  Measuring  Written  Composition 

On  this  scale  are  eight  samples  at  the  even  lO's,  from  20  to  90  inclusive.  Pro- 
vision is  made  for  rating  on  both  story  value  and  form  value,  the  latter  being  deter- 
mined by  counting  the  mistakes  in  spelling,  punctuation,  and  syntax.  There  is  appar- 
ently no  reason  why  the  method  for  determining  the  form  value  cannot  be  used  in 
connection  with  story  value  according  to  other  scales,  but  this  seems  to  have  been  done 
very  rarely. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  Single  copy,  9c; 
three  or  more  copies,  6c  each. 


GEOGRAPHY 

Branom  Tests  in  Geography  Covering  Places,  Facts,  and  Problems 

United  States — Place,  Factual,  and  Problems  Tests;  Forms  A,  B,  C,  and  D  of  each 
North  America — Place,  Factual,  and  Problems  Tests;  Forms  A  and  B  of  each 
Europe — Place,  Factual,  and  Problems  Tests;  Forms  A,  B,  and  C  of  each 
Asia — Place,  Factual,  and  Problems  Tests;  Forms  A  and  B  of  each 
Australia — Place,  Factual,  and  Problems  Tests;  Form  A  of  each 
Africa — Place,  Factual,  and  Problems  Tests;  Forms  A  and  B  of  each 
South  America — Place,  Factual,  and  Problems  Tests;  Forms  A  and  B  of  each 
The  World — Place,  Factual,  and  Problems  Tests;  Forms  A,  B,  C,  and  D  of  each 
Each  of  these  tests  consists  of  four  sub-tests  and  each  of  these  of  a  number  of 
true-false   or   multiple-answer   exercises.    This   is   the    most   complete   series   of   tests   in 
geography.    Indeed,  it  would  probably  be  undesirable  to  make  use  of  all  the  tests  in 
this  series  within  a   single  year's  work.    They  appear  to  be  too  difficult  for  the  lower 
grades. 

McKnight  and  McKnight,  Normal,  Illinois.    Single  copy,  lc;  80c  per  100: 
score  sheet,  lc;  key  and  norms,  20c. 


[23] 


Buckingham-Stevenson  Place  Geography  Tests 

United  States,  World;  Forms  1,  2,  and  3  of  each 

The  material  for  these  tests  is  contained  in  a  booklet  and  is  read  by  the  teacher 
while  the  pupils  record  their  answers  on  ordinary  paper.  Each  test  requires  the  location 
of  a  number  of  mountains,  countries,  lakes,  rivers,  cities,  and  other  geographical  features. 
They  may  be  used  in  grades  V  to  VIII. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    Booklet  contain- 
ing all  three  forms  of  both  tests,  15c;  class  record  sheet,  lc. 

Courtis  Standardized  Supervisory  Tests  in  Geography 

Tests  A  and  B;  Forms  A  and  B  of  each 

Both  of  these  tests  call  for  location  or  identification  by  means  of  maps,  and  are 
intended  for  use  in  Grades  III  to  VIII.  Test  A  deals  with  states  and  important  cities 
of  the  United  States,  B  with  continents,  oceans,  and  countries.  For  a  simple  test  in 
geography  covering  location,  this  is  probably  to  be  preferred  to  any  other. 

Courtis  Standard  Tests,  1807  East  Grand  Boulevard,  Detroit.   Complete  set, 
both  tests,  $1.50  per  40;  renewals,  both  tests,    $1.C0  per  40. 

Forney  Test  in  Map  Reading  Abilities 

This  test  consists  of  a  map  of  Africa  with  twenty  multiple-answer  exercises  con- 
cerning it.  These  exercises  test  knowledge  of  the  meanings  of  lines,  labels,  colors,  and 
other  marks  of  identification  used  upon  the  map  and  the  ability  to  locate  cities,  measure 
distances,  determine  directions,  longitudes  and  latitudes,  and  so  forth. 

Ginn  and  Company,1  2301  Prairie  Avenue,  Chicago.    45c  per  30. 

Gregory-Hagerty  Geography  Test 

Forms  A  and  B 

This  test  is  intended  for  Grades  IV,  V,  and  VI,  and  is  therefore  somewhat  easier 
than  the  Gregory-Spencer  Test.  Since  it  is  practically  the  only  test  in  this  field  designed 
particularly  for  the  intermediate  grades,  it  is  probably  to  be  preferred  for  this  purpose 
to  most  others.  Part  1  deals  with  miscellaneous  facts  and  questions,  Part  2  with  loca- 
tional  geography  and  map  study,  3  with  zones,  seasons,  climates  and  rainfall,  4  with 
plants,  animals,  and  people,  and  5  with  countries  and  their  products. 

Bureau    of   Administrative    Research,    College    of   Education,     University    of 
Cincinnati,   Cincinnati.    $4.00  per  100. 

Gregory-Spencer  Geography  Tests 

Forms  A,  B,  and  C 

These  tests,  which  are  intended  for  use  in  the  three  upper  elementary  grades, 
cover  the  geography  of  the  whole  world.  Their  different  parts  deal  with  trade  routes 
and  their  products,  miscellaneous  geography,  causal  geography,  place  and  descriptive 
geography,  and  political  and  place  geography. 

Bureau  of  Administrative  Research,  College  of  Education,  University  of  Cin- 
cinnati, Cincinnati.   $4.00  per  100. 


1Ginn  and  Company's  home  office  address  is  15  Ashburton  Place,  Boston.  Other  addresses  are 
70  Fifth  Avenue,  New  York  City;  95  Luckie  Street,  Atlanta,  Georgia;  1913  Bryan  Street,  Dallas, 
Texas;    199  East  Gay  Street,  Columbus,  Ohio;    and  45   Second  Street,   San  Francisco. 

[24] 


Hahn-Lackey  Geography  Scale 

This  is  similar  to  the  Ayres  Spelling  Scale  in  form,  consisting  of  a  classified  list 
of  several  hundred  carefully  selected  questions.  It  is  not  a  test  to  be  placed  in  the  hands 
of  pupils,  but  rather  a  source  from  which  a  teacher  can  choose  questions  of  known 
difficulty  and  for  which,  norms  are  available.  It  is  supposed  to  include  both  fact  and 
thought  questions,  but  many  of  the  latter  can  be  answered  merely  from  memory.  The 
questions  included  are  such  that  the  scoring  of  many  of  the  answers  is  more  or  less 
subjective.    It  is  suitable  for  use  in  all  grades  in  which  geography  is  taught. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    Single  copy,  20c; 
three  or  more  copies,  15c  each. 

Information-Problem  Tests  in  Geography 

United  States,  South  America,  Asia;  Forms  1  and  2  of  each 
Europe;  Forms  1,  2,  and  3 

Each  test  consists  of  two  parts,  the  first  containing  fifty  informational  questions, 
and  the  second,  twenty-five  supposedly  problematic  questions. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $2.00  per  100. 

Posey- Van  Wagenen  Geography  Scales 

Thought  Scales  S;  Division  I;  and  R;  Division  II 

Information  Scale  R;  Divisions  I  and  II 

Information  Scale  S;  Divisions  I  and  II 

Information  Scale  A;  Divisions  I  and  II 

Information  Scale  F;  Division  II 

Information  Scale  K;  Division  II 

Division  I  of  each  scale  is  for  use  in  Grades  V  and  VI,  Division  II  in  Grades  VII 
and  VIII.  Scale  A  deals  with  the  United  States  and  North  America,  F  with  Europe, 
K  with  South  America,  Asia,  and  Africa.  The  others  are  general.  Each  consists  of 
thirty  exercises  of  increasing  difficulty. 

Public  School  Publishing   Company,   Bloomington,  Illinois.    $2.00   per  100; 
teacher's  manual,  20c. 

Russell-Harr  Geography  Tests 

New  England  States,  Tests  I  and  II 
Middle  Atlantic  States,  Tests  I  and  II 
Southern  States,  Tests  I  and  II 
Central  States,  Tests  I  and  II 
Western  States,  Tests  I  and  II 
Possessions  of  the  United  States,  Tests  I  and  II 
United  States,  Tests  I  and  II 

Canada,  Newfoundland,  and  Labrador,  Tests  I  and  II 
Mexico,  Central  America,  and  West  Indies,  Tests  I  and  II 
North  America,  Tests  I  and  II 
South  America,  Tests  I  and  II 
Europe,  Tests  I,  II,  III,  and  IV 
Asia,  Tests  I  and  II 

Africa,  Australia,  and  Pacific  Islands,  Tests  I  and  II 
World,  Tests  I  and  II 

Each  of  these  tests  consists  of  a  practice  test  followed  by  five  exercises  each  con- 
taining a  number  of  items.   The  first  four  exercises  in  each  case  deal  with  purely  factual 

[25] 


material,  whereas  the  fifth  offers  opportunity  for  some  reasoning.  Tests  I  and  II  in 
each  case  appear  to  be  roughly  equivalent  in  difficulty,  but  do  not  cover  just  the  same 
kinds  of  information.  At  the  time  of  writing  these  tests  are  not  satisfactorily  standard- 
ized, but  the  publishers  announce  that  they  will  be  soon,  probably  before  this  appears 
in  print. 

McKnight  and  McKnight,  Normal,  Illinois.    Single  copy,  lc;  list  of  answers 
and  directions,  16c. 

Witham  Standard  Geography  Tests 

Test  1— The  World 

Test  2 — United  States 

Test  3 — South  America 

Test  A — Europe 

Test  5 — Asia 

Test  6 — Africa 

Test  7 — North  America 

Test  8 — Commercial  Geography 

Part  of  each  test  deals  with  map  work,  requiring  the  location  of  certain  geograph- 
ical features  and  the  identification  of  land  and  water  forms,  and  the  remainder  has  a 
number  of  questions  concerning  industries,  locations  of  cities,  and  so  forth. 

/.  L.  Hammett  Company,1  Cambridge,  Massachusetts.    $1.75  per  50. 


HANDWRITING 

Ayres  Measuring  Scale  for  Handwriting,  Gettysburg  Edition 

This  revised  form  some  years  ago  took  the  place  of  Ayres'*  original  Three  Slant 
Edition  and  is  the  most  widely  used  handwriting  scale.  It  consists  of  samples  at  the 
even  lO's,  from  20  to  90  inclusive. 

Department   of   Publications,   Russell   Sage   Foundation,  130   East    Twenty- 
Second  Street,  New  York  City.    Single  copy,  10c. 

Freeman  Chart  for  Diagnosing  Faults  in  Handwriting 

This  chart  is  in  reality  a  combination  of  five  scales  each  containing  specimens  at 
three  degrees  of  merit.  The  five  scales  deal  with  uniformity  of  slant,  uniformity  of 
alignment,  quality  of  line,  letter  formation  and  spacing.  This  chart  should  be  used 
rather  for  diagnosis  or  remedial  work  than  to  yield  norms  of  achievement. 

The    Houghton    Mifflin    Company,2    2451    Prairie    Avenue,    Chicago.     Single 
copy,  30c. 

Starch-Wise  Scale  for  Measuring  Handwriting 

This  is  a  revision  of  Starch's  original  scale.  Although  it  is  a  product  of  careful 
work  and  ratings  by  a  large  number  of  judges,  the  unusually  large  number  of  steps 
and  the  unwieldy  size  of  the  scale  when  unfolded  have  hindered  its  wide  use. 

Daniel    Starch,    1374    Massachusetts    Avenue,    Cambridge,    Massachusetts. 
Single  copy,  50c;  $2.75  per  6;  $5.00  per  12. 


1The  J.   L.   Hammett  Company  may  also  be  addressed   at  Newark,  New  Jersey. 
2The    Houghton    Mifflin   Company    may   likewise    be    addressed   at   its   home   office,    2    Park    Street, 
Boston,  also  at  New   York  City  and  San  Francisco. 

[26] 


Thorndike  Scale  for  Handwriting  of  Children  in  Grades  V  to  VIII 

This  is  the  first  standardized  handwriting  scale  and  is  still  rather  widely  used. 
It  contains  one  or  more  specimens  of  handwriting  at  each  of  fifteen  degrees  of  merit. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.    Single  copy,  12c;  in  quantities,  10c. 

HEALTH 

Gates-Strang  Health  Knowledge  Tests 

Complete  Series  and  Form  1 

The  complete  series  consists  of  520  multiple-answer  exercises  for  each  of  which 
the  difficulty  has  been  determined.  Form  1  consists  of  sixty-four  of  these  exercises 
arranged  in  order  of  increasing  difficulty.  Many  of  the  items  should  be  answered  by 
elementary  school  children,  but  others  are  hard  enough  for  those  in  high  school. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  Complete  series  with  account  of  derivation,  $1.00;  Form  1, 
$3.00  per  100. 

HISTORY  AND  CIVICS 

Barr  Diagnostic  Tests  in  American  History 

Series  A  and  B 

The  five  sub-tests  contained  herein  attempt  to  measure  historical  comprehension, 
chronological  judgment,  weighing  historical  evidence,  evaluation  of  facts,  and  ability 
to  select  causal  relationships.  The  function  is  therefore  not  primarily  to  measure  achieve- 
ment in  history,  but  to  diagnose  the  historical  abilities  of  the  pupils. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   $4.00  per  100. 

Brown-Woody  Civics  Test 

Form  A 

The  content  of  this  test  is  based  upon  what  is  common  to  at  least  five  widely  used 
textbooks.  It  deals  with  local,  state,  and  national  government  and  covers  civic  vocabu- 
lary, information,  and  thinking. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.30  per  25. 

Denver  Curriculum  Semester  Tests  in  American  History  and 
Government 

Tests  I  and  II;  Forms  A  and  B  of  each 

Each  test  consists  of  sixty  multiple-answer  exercises,  those  in  Test  I  covering  our 
history  up  to  shortly  before  the  Civil  War,  and  those  in  Test  II  since  that  time. 
Though  most  of  the  exercises  are  factual,  a  few  test  historical  reasoning. 

Denver   Public   Schools,   414   Fourteenth    Street,   Denver,    Colorado.    Single 
copy,  10c;  in  quantities,  5c  each. 

Gregory  Tests  in  American  History 

Tests  I  and  II,  Revised,  and  III;  Forms  A  and  B  of  each 

Test  I  covers  our  history  up  to  Washington's  administration,  and  Test  II  the 
period  since  then,  whereas   III   covers  the  whole  field.    Each   of  the  first   two  tests  is 

[27] 


divided  into  six  parts  dealing  with  different  phases  of  history,  and  Test  III  into  seven 
parts,  six  of  which  deal  with  different  periods  and  the  seventh  with  miscellaneous  facts 
and  dates. 

Bureau  of  Administrative  Research,  College  of  Education,  University  of 
Cincinnati,  Cincinnati.  Single  copy,  4c;  Tests  I  and  II,  each  $3.75  per 
100;  Test  III,  $3.50  per  100. 

Hahn  Scale  for  Measuring  Ability  of  Children  in  History 

This  scale  consists  of  several  hundred  questions,  suitable  for  seventh  and  eighth 
grade  use,  classified  on  the  basis  of  difficulty.  Many  of  them  are  in  such  form  that  the 
answer  cannot  be  scored  with  a  high  degree  of  objectivity.  Nevertheless,  the  scale  is 
valuable  as  supplying  a  source  from  which  questions  can  be  selected. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  Single  copy,  20c; 
three  or  more  copies,  16c  each. 

Harlan  Test  of  Information  in  American  History 

This  is  a  rather  simple  test  of  information  covering  items  found  in  practically  all 
textbooks.   It  is  suitable  for  Grades  VII  and  VIII. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    80c  per  100. 

Hill  Tests  in  Civic  Information  and  Attitudes 

Each  of  these  two  tests  consists  of  twenty  multiple-answer  exercises  dealing  with 
local  and  national  government  and  various  other  matters  which  citizens  should  know 
or  in  which  they  should  take  an  interest.  The  one  on  civic  attitudes  might  almost  be 
called  a  test  of  moral  character. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  100. 

Pressey-Richards  American  History  Test 

This  is  a  test  in  the  understanding  of  American  History,  the  four  parts  dealing 
with  character  judgment,  historical  vocabulary,  sequence  of  events,  and  cause  and  effect 
relationships.    It  is  one  of  the  easiest  history  tests  to  give  and  score. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   $2.00  per  100. 

Van  Wagenen  American  History  Scales,  Revised  Edition 

Information  Scales  SI  and  S23  Rl  and  R2,  CI  and  C2,  Fl  and  F2,  Kl  and  K2 

Thought  Scale  R2 

All  of  the  scales  labeled  "1"  are  intended  for  Grades  V  and  VI.  those  labeled  "2" 
for  Grades  VII  and  VIII.  Those  labeled  "S"  and  "R"  are  duplicate  forms  of  each 
other  and  cover  the  whole  period  of  American  History;  those  labeled  "C"  deal  with 
American  History  before  the  Revolutionary  War,  those  labeled  "FM  with  the  period 
from  the  Revolutionary  War  to  the  Civil  War,  and  those  labeled  "K"  with  history 
since  the  Civil  War. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.   $2.00  per  100,  except  Thought  Scale,  which  is  $2.25  for  100. 

Witham  Comprehensive  History  Tests 

Seventh  Grade;  Tests  1  and  2 
Eighth  Grade;  Tests  3  and  4 

The  pair  of  tests  for  each  grade  are  duplicate  forms.    Each  test  consists  of  thirty 
informational  completion  exercises,  some  of  which  contain  more  than  one  blank. 
/.  L.  Hammett  Company,  Cambridge,  Massachusetts.    $1.25  per  50. 

[28] 


HOME  ECONOMICS 

Denver  Curriculum  Semester  Test  in  Home  Economics 

This  test,  which  is  intended  for  use  especially  in  Grade  VIIB,  includes  matching, 
multiple-answer,  and  true-false  exercises  dealing  with  information  chiefly  concerning 
foods  and  their  preparation. 

Denver   Public   Schools,   414   Fourteenth    Street,    Denver,    Colorado.    Single 
copy,  10c. 

Home  Economics  Information  Test  for  Girls  Completing  the 
Eighth  Grade 

Sets  1,  2,  and  3 

Set  1  deals  with  textiles,  the  construction,  care,  repair,  and  selection  of  clothing, 
Set  2  with  the  sources  of  foods,  their  selection,  preservation  and  storage,  preparation 
and  values,  and  Set  3  with  the  following  topics:  the  girl's  bedroom,  dining  room,  dish- 
washing, care  of  the  kitchen,  labor  saving  devices,  home  enjoyment,  care  of  children, 
and  the  budget.    These  are  probably  the  best  tests  of  this  sort  available  at  present. 

Bureau  of  Publications,   Teachers  College,  Columbia   University,  New   York 
City.  Set  containing  copies  of  all  three  tests,  15c. 

Illinois  Food  Test 

This  is  an  information  test  on  foods  consisting  of  100  exercises  arranged  under 
fourteen  headings. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    75c  per  25. 

King-Clark  Food  Test  for  Grades  6  thru  12 

This  is  a  revision  of  the  earlier  test  on  the  same  subject  by  King.  It  consists  of 
sixty  multiple-answer  exercises  which  deal  with  information  about  foods  and  their 
preparation. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $100  per  25. 

Murdoch  Analytic  Sewing  Scale  for  Measuring  Separate  Stitches 

This  scale  consists  of  five  specimens  of  each  of  five  varieties  of  stitches,  these 
varieties  being  running,  backstitch,  overcasting,  combination,  and  hemming.  The  chief 
purpose  of  constructing  it  was  to  make  a  scale  for  pupils'  use  which  could  be  handled 
more  easily  than  the  original  Murdoch  Sewing  Scale.  It  may  be  used  to  supplement 
this  scale,  especially  since  the  same  norms  apply. 

Bureau  of  Publications,   Teachers  College,  Columbia   University,  New   York 
City.   Single  copy,  25c;  manual  of  directions,  10c. 

Murdoch  Sewing  Scale 

In  this,  the  original  scale,  there  are  fifteen  sewing  samplers  arranged  in  order  of 
merit,  three  views  of  each  being  shown.  It  is  better  suited  for  teachers'  than  pupils' 
use  because  it  is  difficult  for  the  latter  to  distinguish  between  the  degrees  of  merit. 

Bureau  of  Publications,  Teachers    College,  Columbia  University,  New  York 
City.    Single  copy,  $1.50. 


[29] 


Stevenson-Trilling  Test  in  Comprehension  of  Patterns 

The  five  parts  of  this  test  deal  with  recognition  of  parts  of  patterns,  comprehen- 
sion of  pattern  lines,  understanding  of  notches,  alteration  of  patterns,  and  placing 
patterns  on  material.  It  is  therefore  intended  to  be  diagnostic  of  these  five  necessary 
performances  in  the  use  of  patterns. 

Public  Sciwol  Publishing  Company,  Bloomington,  Illinois.   $1.00  per  25. 

LANGUAGE  AND  GRAMMAR 
Briggs  English  Form  Test 

Forms  Alpha  and  Beta 

Each  test  consists  of  twenty  sentences  of  increasing  length  which  measure  pupils' 
knowledge  of  seven  of  the  most  common  elements  of  form.  The  material  is  probably 
too  difficult  for  satisfactory  use  below  the  seventh  grade. 

Bureau  of  Publications,   Teachers  College,  Columbia   University,  New   York 
City.    80c  per  100;  scoring  stencils,  10c. 

Charters'  Diagnostic  Language  Tests 

Pronouns;  Forms  1  and  2 

Verbs;  Forms  1  and  2 

Miscellaneous  A  and  B;  Forms  1  and  2  of  each 

These  are  probably  the  most  widely  used  of  any  language  tests.  They  are  based 
upon  the  errors  actually  made  by  school  children.  Word  forms  are  presented  in  sen- 
tences, some  of  which  are  right  and  some  wrong,  and  the  pupils  are  required  to  supply 
the  correct  forms  for  the  latter.  These  tests  are  intended  for  use  in  Grades  III  to  VIII 
inclusive. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    80c  per  100. 

Clapp-Young  Self-Marking  School  Tests— 1.   English 

Form  A 

This^  test  contains  three  parts  which  deal,  respectively,  with  punctuation  and 
capitalization,  word  form  and  usage,  and  grammar.  By  an  ingenious  device  the  answers 
as  given  are  automatically  recorded  as  right  or  wrong  and  when  a  pupil  has  finished 
his  work  he  needs  merely  to  release  a  few  clips  to  be  able  to  learn  the  correctness  of 
his  answers.   This  test  is  best  suited  for  use  in  the  upper  grades  and  high  school. 

Lakeland  Publishing  Companx,  217  North  Mill  Street,  Madison,  Wisconsin. 
$1.25  per  25. 

Denver  Curriculum  Tests  in  English 

Sentence  Structure 

Composition  and  Grammar 

These  are  intended  for  use  in  Grades  VII,  VIII,  and  IX.  The  sentence  structure 
test  requires  the  recognition  of  groups  of  words  forming  sentences,  the  classification 
and  punctuation  of  sentences,  the  recognition  of  the  correct  use  of  "and"  and  -''but," 
the  selection  of  sentences  which  should  be  divided  into  two  or  more  parts  and  the 
comparison  of  pairs  of  paragraphs  according  to  the  quality  of  their  sentence  structure. 
The  second  test  calls  for  the  matching  of  short  descriptions  with  the  compositions  to 


[30] 


which  they  apply,  the  selection  of  the  correct  one  of  two  forms,  and  of  the  reason  why 
it  is  correct  from  three  possibilities,  the  matching  of  composition  forms  with  occasions 
for  writing  and  the  recognition  of  the  correct  punctuation  of  sentences. 

Denver   Public   Schools,   414   Fourteenth    Street,   Denver,    Colorado.    Single 
copy,  10c. 

Franseen  Diagnostic  Test  in  Language 

Test  1,  Parts  I,  II,  and  III;  Forms  A  and  B  of  each 

Since  these  three  parts  are  printed  on  separate  folders,  they  really  amount  to 
three  separate  tests  forming  a  series.  Part  I  deals  with  pronouns,  II  with  verbs,  and 
III  with  varied  constructions.  They  are  in  multiple-answer  form  presenting  from  two 
to  four  possibilities  in  each  case.  The  right  one  is  to  be  marked.  These  tests  may  be 
used  in  Grades  III  to  VIII,  inclusive. 

Bureau    of   Administrative    Research,    College    of   Education,    University    of 
Cincinnati,  Cincinnati,  Ohio.    Single  copy,  2x/-ic;  $2.00  per  100. 

Kirby  (Iowa)  Grammar  Test 

Forms  1  and  2 

This  test  is  rather  similar  to  those  of  Charters,  but  is  probably  somewhat  more 
difficult.  Pupils  are  required  to  select  the  proper  one  of  two  grammatical  forms  and 
choose  the  appropriate  rule  or  principle  from  a  given  list. 

Bureau    of   Educational   Research    and   Service,    University    of   Iowa,   Iowa 
City.   $1.75  per  100. 

Leonard  Grammar  Tests 

Sentence  Recognition  Tests  V  and  VI 

Test  of  Grammatical  Correctness;  Forms  A  and  B 

Each  test  consists  of  twenty  exercises.  In  the  sentence  recognition  tests  necessary 
changes  in  capitalization  and  punctuation  are  to  be  made  to  show  where  each  sentence 
ends.  The  grammatical  correctness  test  is  in  completion  form,  the  words  to  be  filled  in 
being  forms  in  which  errors  are  commonly  made.  These  tests  are  probably  too  difficult 
for  use  below  the  sixth  grade. 

National  Council  of  Teachers  of  English,  506  West  Sixty-Ninth  Street,  Chi- 
cago.  90c  per  100. 

New  York  English  Survey  Test 

Test  (a)   Language  Usage 

Test  (b)   Sentence  Structure 

Test  (c)   Grammar 

Test  (d)   Literature  Information 

The  first  two  of  these  tests  are  suitable  for  use  in  Grades  IV  to  VIII  and  the 
last  two  in  VII  and  VIII  only.  The  language  usage  test  consists  of  multiple-answer  and 
completion  exercises  on  the  use  of  words,  the  sentence  structure  test  requires  the  writing 
of  several  short  compositions,  the  grammar  test  deals  chiefly  with  the  selection  of  ex- 
amples of  parts  of  speech  and  construction,  and  the  literature  information  test  with 
authors  and  their  writings. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  100. 


[31] 


Pressey  Diagnostic  Tests  in  English  Composition 

Tests  (a),  (b),  (c),  and  (d):  Forms  1  and  2  of  each 

Though  called  tests  in  English  Composition  this  series  belongs  rather  under 
language  and  grammar,  since  the  four  tests  deal  with  capitalization,  punctuation,  gram- 
mar, and  sentence  structure,  respectively.  The  selection  of  items  included  was  deter- 
mined by  an  analytical  study  of  usage  in  magazines,  newspapers,  and  letters  and  of 
frequent  tendencies  to  errors.  The  tests  are  unusually  short  and  easily  scored.  With  the 
possible  exception  of  the  capitalization  test,  thev  are  not  suitable  for  use  below  Grade 
VII. 

Public  School  Publishing   Company,   Bloomington,   Illinois.     Tests    (a)    and 
(b),  75c  per  100;  tests  (c)   and  (d),  $1.50  per  100. 

Seaton-Pressey  Minimum  Essentials  Tests  in  English  Composition 

Tests  (a)  Capitalization  and  (b)  Good  Usage 

Tests  (c)  Punctuation  and  (d)   Sentence  Structure 

These  are  similar  in  many  ways  to  the  series  described  immediately  above.  They 
differ  in  that  Tests  (a)  and  (b)  are  both  on  the  same  sheet  and  likewise  (c)  and  (d) 
on  another  single  sheet,  and  that  they  are  designed  for  use  in  Grades  III  to  VI. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    75c  per  100. 

Starch  Punctuation  Scale 

Form  A 

This  consists  of  several  sentences  at  each  of  ten  steps.  They  contain  no  punctua- 
tion except  periods  at  the  end  and  one  or  two  apostrophes,  leaving  this  to  be  supplied 
by  the  pupils. 

Daniel  Starch,  1374  Massachusetts  Avenue,  Cambridge,  Massachusetts.    80c 
per  100;  direction  sheet,  2c. 

Wilson  Language  Error  Test 

This  test  consists  of  three  stories,  which  may  be  used  as  three  forms  of  a  test. 
Each  story  contains  about  thirty  errors  in  choice  and  arrangement  of  words,  grammat- 
ical forms,  spelling,  and  so  forth,  and  the  pupils  are  expected  to  correct  these  errors. 
This  test  is  suited  for  use  in  the  upper  elementary  grades  and  high  school. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   SOc  per  25. 


MUSIC 
Beach  Standardized  Music  Tests 

Series  I 

This  test  is  intended  to  measure  knowledge  of  rhythm,  tone,  melody,  and  sym- 
bols. It  involves  recognition  both  from  print  and  by  ear.  Norms  are  available  for 
Grade  III  and  above. 

Bureau  of  Educational  Measurements  and  Standards,  Kansas  State  Teachers 
College,  Emporia,  Kansas.  $1.10  per  25;  $4.00  per  100;  manual  of  di- 
rections, 35c. 

[32] 


Hillbrand  Sight  Singing  Test 

Form  A 

This  is  an  individual  test  containing  six  songs  of  two  or  three  lines  each  which 
the  pupil  is  required  to  sing.  Provision  is  made  for  marking  each  type  of  error  sepa- 
rately so  that  diagnostic  measures  are  yielded.  It  is  intended  for  use  in  Grades  IV, 
V  and  VI. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.00  per  25. 

Hutchinson  Music  Tests:  Number  1 

Form  1 

This  is  a  test  of  the  ability  to  read  music  and  to  recognize  scores  from  well-known 
songs  and  operas.   Norms  are  not  available  below  Grade  VII. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    50c  per  25. 

Kwalwasser-Ruch  Test  of  Musical  Accomplishment 

The  sub-tests  contained  herein  deal  with  knowledge  of  musical  symbols  and 
terms,  recognition  of  symbol  names,  detection  of  pitch  and  time  errors  in  a  familiar 
melody,  recognition  of  pitch  names,  knowledge  of  time  and  key  signatures  and  of  note 
and  rest  values,  and  recognition  of  familiar  melodies  from  notation.  This  test  may  be 
used  in  Grade  IV  and  above. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
Single  Copy,  6c;  $5.00  per  100. 

Seashore  Music  Talent  Chart 

This  consists  of  a  chart  upon  which  pupils  are  to  be  rated  according  to  their 
judgments  of  certain  musical  qualities  of  phonograph  records,  and  five  such  records 
which  deal,  respectively,  with  pitch,  intensity,  time,  consonance,  and  memory.  A  prog- 
nostic measure  of  possible  musical  achievement  is  yielded  rather  than  one  of  present 
achievement. 

Columbia  Graphophone  Company,  New  York  City.    Each  record,  $1.50. 

Torgerson-Fahnestock  Music  Test 

Part  A — Theory 

Part  B — Practice  (Ear  training) 

Part  A  tests  theoretical  knowledge  concerning  musical  symbols,  notation,  and  so 
forth,  and  Part  B  ability  to  write  syllables,  measure  lines,  notes,  and  so  forth  which 
the  pupils  have  heard  played.    It  may  be  used  in  Grade  IV  and  above. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   75c  per  25,  includ- 
ing both  parts. 


READING 

Burgess  Picture  Supplement  Scale  for  Measuring  Ability  in 
Silent  Reading 

Forms  1,  2,  3,  and  4 

This  test  requires  the  carrying  out  of  directions  by  marking  each  of  twenty  pic- 
tures in  accordance  with  a  paragraph  below  it.   Norms  are  given  for  Grades  III  to  VIII, 

[33] 


but  it  appears  to  be  most  satisfactory  below  -Grade  VII.  In  a  number  of  the  exercises, 
drawing  and  other  abilities  play  a  part  in  determining  the  pupil's  performance.  Subjec- 
tive elements  also  enter  into  the  scoring. 

Department   of   Publications,    Russell   Sage    Foundation,   130   East    Twenty- 
Second  Street,  New  York  City.   $1.25  per  100. 

Chapman  Unspeeded  Reading  Comprehension  Test 

This  consists  of  a  series  of  thirty-one  short  paragraphs  to  be  read  very  carefully. 
In  each  there  is  one  word  which  spoils  the  meaning  and  this  is  to  be  crossed  out.  Speed 
is  not  scored.   This  test  may  be  used  in  Grade  V  and  above. 

/.  B.  Lippincott1  Company,  2244  Calumet  Avenue,  Chicago.   $100  per  50. 

Chapman-Cook  Speed  of  Reading  Test 

Forms  A  and  B 

This  is  similar  to  the  Chapman  Unspeeded  Reading  Comprehension  Test  except 
that  the  time  limit  is  so  short  that  speed  plays  an  important  part  in  determining  the 
score  made.    It  is  intended  for  use  in  Grades  IV  to  VIII  inclusive. 

/.  B.  Lippincott  Company,  2244  Calumet  Avenue,  Chicago.   $1.00  per  50. 

Courtis  Silent  Reading  Test  No.  2 

Forms  1,  2,  and  3 

The  different  forms  of  this  test  are  often  known  as  the  "Little  Kitten  Series" 
because  of  the  stories  they  contain.  A  story  is  read  without  interruption,  and  later 
read  again,  a  paragraph  at  a  time,  and  several  questions  concerning  each  paragraph 
answered.  The  former  reading  yields  the  rate  score  and  the  latter  that  in  comprehension. 
It  is  not  recommended  for  use  above  the  fourth  grade,  although  norms  are  available 
for  Grades  V  and  VI. 

Courtis  Standard  Tests,  1807  East  Grand  Boulevard,  Detroit.    $1.25  per  40. 

Detroit  Word  Recognition  Test 

Forms  A  and  B 

This  test,  which  is  intended  for  use  in  the  primary  grades,  consists  of  forty  words 
and  phrases  with  pictures  to  correspond.    These  are  to  be  matched. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    90c  per  25. 

Gates  Graded  Word  Pronunciation  Test 

Forms  I,  II,  III,  and  IV 

Each  form  contains  ten  groups  of  ten  words  each,  those  in  each  group  being 
more  difficult  to  pronounce  than  those  in  the  previous  group.  It  is  intended  for  use 
in  the  first  six  grades  and  must,  of  course,  be  given  individually. 

Bureau  of  Publications,   Teachers  College,   Columbia   University,  New   York 
City.  50c  per  100. 

Gates  Silent  Reading  Tests 

Primary;  Types  1,  2,  and  3 

Grades  III  to  VIII;  Types  A,  B,  C,  and  D;  Forms  1  and  2  of  each 
Type  1  of  the  primary  test  deals  with  recognition  of  words,  Type  2  with  reading 
of  words,   phrases,   and   sentences,   and  Type   3   with   reading  paragraphs   of   directions. 


aThe   Lippincott  Company's  home  office   is  at  227   South   Sixth   Street,   Philadelphia. 

[34] 


Of  the  others,  Type  A  deals  with  reading  to  appreciate  the  general  significance  of  a 
paragraph,  Type  B  with  reading  to  predict  the  outcome  of  given  events,  C  with  reading 
to  understand  precise  directions  and  D  with  reading  to  note  details.  Type  3  of  the 
primary  test  and  all  of  the  others  consist  of  short  paragraphs  to  which  pupils  are  to 
respond  in  various  ways. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  Primary,  any  one  type,  $3.00  per  100;  all  three  types,  $6.00  per 
100;  teachers'  manual,  40c;  Grades  III  to  VIII,  any  one  type,  $3.00 
per  100;  all  four  types,  $8.00  per  100;  teachers'  manual,  25c. 

Gray  Standardized  Oral  Reading  Paragraphs 

The  test  sheet  contains  twelve  short  paragraphs  increasing  in  difficulty  from 
typical  first-grade  material  to  a  paragraph  fairly  difficult  for  high-school  pupils.  The 
pupil  being  tested  reads  as  far  as  he  can  and  is  scored  according  to  the  number  of 
errors  made  and  the  time  required  for  reading.  This  series  of  paragraphs  has  been  used 
more  widely  than  any  other  for  testing  oral  reading.  Norms  are  available  for  all  eight 
grades. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  100. 

Gray  Standardized  Oral  Reading  Check  Tests 

Sets  I,  II,  III,  and  IV 

Each  set  consists  of  five  selections  of  approximately  equal  difficulty.  The 
first  set  is  intended  for  Grades  I  and  II,  the  second  for  II  to  IV,  the  third  for  IV  to  VI, 
and  the  fourth  for  VI  to  VIII.  The  amount  of  material  in  these  tests  permits  a  degree 
of  individual  diagnosis  not  possible  with  the  Gray  Standardized  Oral  Reading  Para- 
graphs. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.50  per  20. 

Haggerty  Achievement  Examinations  in  Reading 

Sigma  1 

Sigma  3;  Forms  A  and  B 

Sigma  1,  for  use  in  the  primary  grades,  measures  silent  reading  "ability  as  shown 
in  carrying  out  directions,  whereas  Sigma  3,  for  Grade  VI  and  above,  deals  with  vocab- 
ulary, sentence  reading,  and  paragraph  reading. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Sigma  1,  $1.00  per 
25;  Sigma  3,  $1.10  per  25;  manual  of  directions,  25c. 

Monroe  Standardized  Silent  Reading  Tests,  Revised 

Tests  I  and  II;  Forms  1,  2,  and  3  of  each 

These  tests  are  a  revision  of  the  Monroe  Standardized  Silent  Reading  Tests  and 
are  one  of  the  two  or  three  most  widely  used  series.  Each  consists  of  a  number  of 
short  paragraphs  with  a  single  question  or  direction  to  be  carried  out.  Separate  com- 
prehension and  rate  scores  are  yielded.  Test  I  is  for  Grades  III,  IV,  and  V,  and  Test 
II  for  VI,  VII,  and  VIII. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    80c  per  100. 

Pressey  First  Grade  Attainment  Scale  in  Reading 

Forms  A  and  B 

This  is  a  simple  word  and  sentence  recognition  test  which  has  received  consid- 
erable use. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    75c  per  100. 

[35] 


Pressey  Diagnostic  Reading  Scale 

The  three  sub-tests  of  this  scale  deal  with  vocabulary,  crossing  out  the  extraneous 
words  in  sentences,  and  the  comprehension  of  paragraphs.    It  is  intended  for  Grades 

III  to  VI. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    80c  per  100. 

Stanford  Reading  Examination 

Forms  A  and  B 

This  includes  the  reading  tests  from  both  the  primary  and  advanced  Stanford 
Achievement  Tests  and  is  therefore  suitable  for  use  in  all  elementary  grades  except  the 
first.  The  tests  included  deal  with  paragraph,  sentence,  and  word  meaning,  there  being 
an  easy  and  a  hard  test  on  each. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.10  per  25;  manual 
of  directions,  30c. 

Stone  Narrative  Reading  Test  for  Junior  High  School 

This  test  consists  of  a  single  continuous  narrative  which  is  to  be  read  after  which 
questions  based  upon  it  are  to  be  answered.  It  is  somewhat  difficult  to  give,  but  is 
included  because  of  its  rather  distinctive  nature  in  dealing  with  continuous  narrative. 
Both  comprehension  and  rate  scores  may  be  secured. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    Single  copy,  5c; 
$4.00  per  100. 

Thorndike  Test  of  Word  Knowledge 

Forms  A,  B,  C,  and  D 

Each  test  consists  of  100  words  selected  on  the  basis  of  the  data  in  Thorndike's 
"Word  Book"  and  arranged  in  order  of  importance.    Norms  are  available  for  Grades 

IV  to  IX. 

Bureau  of  Publications,   Teachers  College,  Columbia  University,  New  York 
City.  $1.50  per  100. 

Thorndike-McCall  Reading  Scale  for  the  Understanding  of  Sentences 

Forms  1,  2,  3,  4,  5,  6,  7,  8,  9,  and  10 

This  is  one  of  the  most  widely  used  reading  tests.  It  consists  of  a  series  of  para- 
graphs of  increasing  difficulty  about  each  of  which  questions  are  to  be  answered.  It 
measures  power  or  comprehension,  yielding  no  measure  of  rate.  The  scale  may  be  used 
in  the  second  grade  and  above. 

Bureau  of  Publications,   Teachers  College,  Columbia  University,  New   York 
City.    $2.00  per  100. 


SPELLING 

Ayres  Spelling  Scale  for  Measuring  Ability  in  Spelling 

In  this,  the  most  widely  used  scale  in  this  subject,  are  1000  words  which  a  count 
of  a  large  amount  of  correspondence  indicated  were  most  frequently  used.  These  words 
were  given  to  many  pupils  and  arranged  in  26  columns  on  the  basis  of  difficulty  as 
indicated  by  the  results  obtained.    Norms  are  provided  for  Grades  II  to  VIII.    Strictly 


[36] 


speaking,  this  is  not  a  measuring  instrument,  but  rather  a  source  from  which  words  for 
use  in  spelling  tests  can  be  secured.  The  1000  words  given  are  frequently  taught  as  a 
minimum  spelling  vocabulary. 

Department   of  Publications,   Russell   Sage   Foundation,   130   East    Twenty- 
Second  Street,  New  York  City.    Single  copy,  10c;  $9.00  per  100. 

Buckingham  Extension  of  Ayres  Spelling  Scale 

This  extension  includes  505  words  in  addition  to  the  1000  in  the  original  Ayres 
scale,  most  of  the  added  ones  being  relatively  difficult.  The  original  words  were  not 
chosen  in  the  same  manner  as  the  original  thousand  and  hence  do  not  belong  to  a 
fundamental  writing  vocabulary  in  the  same  sense. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    Single  copy,  14c; 
three  or  more  copies,  12c  each. 

Courtis  Standard  Research  Tests  in  Spelling 

Tests  for  each  half  grade  from  IIB  to  VIIIA;  Forms  A  and  B  of  each 
These  tests  are  in  the  form  of  timed  sentences  which  are  to  be  dictated.     The 
words  upon  which  the  scores  depend  are  taken  from  Ayres'  list.    Form  A  is  intended 
to  be  given  at  the  beginning  of  the  semester  and  Form  B  near  the  end. 

Courtis  Standard   Tests,  1807  East  Grand  Boulevard,  Detroit.    30c  per  40. 

Iowa  Spelling  Scales 

Test  for  each  grade  from  II  to  VIII. 

In  many  ways  these  are  similar  to  the  Ayres  Scale.  Three  times  as  many  words 
are  included,  but  the  basis  of  selection  and  arrangement  in  steps  is  practically  the  same. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
Single  copy,  10c. 

Iowa  State  Spelling  Lists 

These  lists  consist  of  fifty  words  for  each  grade  from  III  to  VIII,  selected  from 
the  Iowa  Spelling  Scales.  The  selection  has  been  made  so  that  the  standard  of  accu- 
racy expected  is  73%. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
Single  copy,  2c. 

Iowa  Dictation  Exercises  and  Spelling  Tests 

Forms  A,  B,  and  C 

Each  of  these  tests  consists  of  a  series  of  ten  timed  dictation  exercises  including 
twenty-five  words  selected  from  the  73%  columns  of  the  Iowa  Spelling  Scales,  and  also 
twenty-five  words  in  a  list.  The  forms  are  not  duplicates,  but  A  is  intended  for  Grades 
III  and  IV,  B  for  V  and  VI,  and  C  for  VII  and  VIII. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
Set  of  all  three  tests,  10c. 

Monroe  Timed  Sentence  Spelling  Tests 

Tests  I,  II,  and  III 

These  are  very  similar  to  the  Courtis  tests.  Each  contains  fifty  words  taken  from 
the  Ayres  Spelling  Scale  and  embodied  in  sentences  which  are  dictated  to  the  class  at 

[37] 


approximately  the  normal  rate  of  writing.    Test  I  is  for  Grades  III  and  IV,  II  for  V 
and  VI,  VII  and  VIII 

Public  School  Publishing  Company,  Bloomington,  Illinois.  Single  copy,  4c. 

Morrison-McCall  Spelling  Scale 

This  is  based  upon  the  Ayres  Scale,  Buckingham's  extension  thereof,  and  the 
Thorndike  Word  Book.  In  each  of  eight  duplicate  lists  fifty  words  are  arranged  in 
order  from  easy  to  hard.     It  may  be  used  in  all  grades  from  II  to  VIII. 

World   Book   Company,  2126  Prairie  Avenue,   Chicago.    Booklet  containing 
all  eight  lists,  25c. 

National  Spelling  Scales 

For  Elementary  Schools;  Forms  A,  B.  C.  and  D 

For  Junior  High  Schools;  Forms  A,  B.  C.  and  D 

Each  test  consists  of  slightly  over  fifty  sentences  in  completion  form,  the  words 
to  be  spelled  being  omitted.  The  complete  sentences  are  read  by  the  examiner  and 
the  proper  words  written  in  by  the  pupils.  Words  were  selected  and  arranged  according 
to  their  difficulty  as  found  in  the  Buckingham  Extension  of  the  Ayres  Spelling  Scale, 
the  Seven  S  Spelling  Scales,  the  Iowa  Spelling  Scales,  and  the  Thorndike  Word  Book. 

National  Publishing  Society,  Mountain  Lake  Park,  Maryland.    Single  copy, 
2c;  directions,  10c;  record  sheet,  2c. 


GENERAL  SURVEY  TESTS 

Illinois  Examination 

Examinations  I  and  II;  Forms  1  and  2  of  each 

This  consists  of  the  Illinois  General  Intelligence  Scale,  the  Monroe  Standardized 
Silent  Reading  Tests,  Revised,  and  the  Monroe  General  Survey  Scale  in  Arithmetic, 
each  of  which  will  be  found  described  separately  elsewhere.  Examination  I  is  for 
Grades  III,  IV,  and  V,  and  II  for  VI,  VII,  and  VIII. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $4.00  per  100. 

Indiana  Composite  Achievement  Test 

Forms  A  and  B 

This  is  a  very  recent  thirty-two  page  general  survey  test  covering  arithmetic, 
American  and  Indiana  history,  civics,  geography,  language,  reading,  physiology,  and 
spelling.  As  the  number  of  pages  indicates  it  is  a  very  long  test  requiring  practically  a 
whole  school  day  to  give.  The  authors  expect  to  prepare  a  revision  soon  which  will  not 
contain  the  material  local  to  Indiana.  It  is  intended  primarily  for  use  in  the  eighth 
grade. 

Bureau  of  Cooperative  Research,  Indiana  University,  Bloomington,  Indiana. 
Single  copy,  10c. 

Lippincott-Chapman  Classroom  Products  Survey  Tests 

This  series,  which  is  intended  for  use  in  Grades  V  to  VIII,  scarcely  deserves  the 
name  of  survey  test  because  only  arithmetic  and  reading  are  included.  The  two  tests 
on  the  former  cover  the  fundamentals  and  written  problems,  and  those  on  the  latter 
the  reading  of  short  selections  and  a  continuous  passage  of  greater  length. 

/.  B.  Lippincott  Company,  2244  Calumet  Avenue,  Chicago.    $3.50  per  100. 

[38] 


Otis  Classification  Test 

Forms  A  and  B 

This  differs  from  most  general  survey  tests  in  that  it  does  not  deal  with  different 
school  subjects  as  such.  Part  I  includes  items  from  practically  all  the  elementary  school 
subjects  and  also  some  of  more  general  character,  whereas,  Part  II  is  a  verbal  intelligence 
test.  It  is  intended  for  the  classification  of  pupils  in  Grades  IV  to  IX  and  is  one  of 
the  best  fairly  short  tests  for  this  purpose. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  $1.10  per  25;  manual 
of  directions,  25c. 

Pressey  Attainment  Scales  for  Primary  Grades 

Scale  for  Second  Grade;  Forms  A  and  B 
Scale  for  Third  Grade;  Form  A 

These  scales  deal  with  reading,  spelling,  and  arithmetic.  They  are  rather  short 
and  easily  given  and  scored. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  100. 

Stanford  Achievement  Tests,  Primary  and  Advanced  Examinations 

Forms  A  and  B  of  each 

The  Primary  Examination,  for  Grades  II  and  III,  includes  six  tests  which  deal 
with  reading,  arithmetic,  and  language  and  the  Advanced  Examination,  for  Grades  IV 
to  VIII,  nine  tests  which  deal  with  the  same  three  subjects,  and  also  nature  study, 
science,  history,  and  literature.  With  the  exception  of  the  Indiana  Composite  Achieve- 
ment Test,  these  are  the  most  elaborate  general  survey  tests,  and  without  exception 
are  probably  the  most  reliable.  Norms  are  available  for  each  subject  separately  as 
well  as  for  the  combined  score. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Primary  Examination, 
$1.10  per  25;  Advanced  Examination,  $1.90  per  25;  manual  of  direc- 
tions, 30c. 


INTELLIGENCE  TESTS 
Cole-Vincent  Group  Intelligence  Test  for  School  Entrance 

This  test  is  particularly  designed  for  children  who  are  to  be  assigned  to  sections 
formed  on  the  basis  of  their  ability.  It  may  be  used  in  either  the  kindergarten  or  the 
first  grade. 

Bureau  of  Educational  Measurements  and  Standards,  Kansas  State  Teachers 
College,  Emporia,  Kansas.  $1.50  per  25;  $5.40  per  100;  scoring  key, 
35c;  set  of  stencil  cards,  35c. 

Dearborn  Group  Tests  of  Intelligence,  Revised  Edition 

Series  I,  Examinations  A  and  B 
Series  II,  Examinations  C  and  D 

Series  I,  which  is  intended  for  Grade  III  and  below,  is  entirely  non-verbal,  and 
Series  II,  for  Grades  IV  to  XII,  largely  so.  Examinations  A  and  B  and  also  C  and  D 
are  not  duplicate  forms,  but  in  each  case  merely  two  parts  of  the  complete  test. 

/.  B.  Lippincott  Company,  2244  Calumet  Avenue,  Chicago.  $1.00  per  25; 
manual  of  directions,  25c;  set  of  scoring  stencils,  25c. 

[39] 


Detroit  (Engel)  First-Grade  Intelligence  Test 

Form  A 

This  is  a  non-reading  test  for  children  entering  the  first  grade.  It  consists  entirely 
of  pictorial  material  and  employs  no  school  symbols. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.10  per  25. 

Detroit  (Baker)  Intelligence  Tests 

Primary  and  Alpha 

The  Primary  Test  is  for  Grades  II.  III.  and  IV,  and  the  Alpha  for  V  to  IX. 
Each  separate  item  was  studied  with  respect  to  its  ability  to  differentiate  dull,  average, 
and  bright  pupils. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $3.00  per  100. 

Detroit  (Baker-Kaufmann)  Kindergarten  Test 

Form  A 

This  is  an  individual  test  composed  of  non-verbal  material.  Tentative  scores  are 
given  which  may  be  used  as  dividing  points  for  assigning  pupils  to  slow,  normal,  and 
fast  groups. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.00  per  25. 

Haggerty  Intelligence  Examinations 

Delta  1  and  2 

Delta  1  is  intended  for  Grades  I  to  III  and  consists  mostly  of  non-verbal  material. 
Delta  2.  for  Grades  III  to  IX,  comprises  sub-tests  which  are  modifications  of  material 
used  in  the  army  tests. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Delta  1,  $1.25  per 
25;  Delta  2,  $1.10  per  25;  key  for  Delta  1,  10c;  manual  of  direc- 
tions, 25c. 

Herring  Revision  of  Binet-Simon  Tests 

Groups  A.  B.  C,  D.  and  E;  Form  A 

This  is  a  scale  of  tests  for  individual  use  which  gives  results  so  closely  approxi- 
mating those  obtained  from  the  Stanford  Revision  that  it  may  be  considered  practically 
a  duplicate  form  thereof.  The  five  groups  mentioned  above  differ  in  length.  Each 
includes  all  of  the  tests  in  the  previous  group  and  some  additional  ones.  It  is  recom- 
mended that  the  longest  group  for  which  time  is  available  be  given. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Examination  manual, 
$1.00;  individual  record  cards,  $1.00  per  25. 

Illinois  General  Intelligence  Scale 

Forms  1  and  2 

The  present  form  of  this  scale  is  a  slight  revision  of  the  original  one.  It  may  be 
used  in  Grades  III  to  VIII.    Most  of  the  sub-tests  deal  with  verbal  material. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $2.00  per  100. 

Kuhlmann  Revision  and  Extension  of  the  Binet-Simon  Scale 

This  individual  intelligence  scale  is  generally  considered  less  satisfactory  than 
either  the  Herring  or  the  Stanford  Revision,  but  it  has  the  additional  feature  of  contain- 

[40] 


ing  tests  for  children  as  young  as  three  months.     A  rather  large  amount  of  material  is 
required  to  give  all  the  tests  composing  the  scale. 

Warwick  and  York,  Baltimore,  Maryland.  Complete  set  of  necessary  ma- 
terial plus  50  record  sheets,  $7 .00. 

Multi-Mental  Scale  for  Elementary  School 

Form  1 

The  100  items  composing  this  scale  are  all  contained  on  a  single  sheet.  A  number 
of  decidedly  original  features  entered  into  its  construction  and  several  distinctive  ad- 
vantages are  claimed  for  it.    It  is  suitable  for  use  in  Grade  III  and  above. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.    $1.00  per  100;  manual  oj  directions  and  scoring  stencils,  15c. 

National  Intelligence  Test 

Scales  A  and  B;  Forms  1,  2,  and  3  of  each 

These  tests,  prepared  by  a  committee  of  five  eminent  psychologists,  were  heralded 
as  the  nearest  approach  to  perfection  in  intelligence  tests.  Though  experience  has 
shown  that  they  were  overrated  they  probably  have  no  superior  for  general  use  in 
Grades  III  to  VIII.  Scales  A  and  B  are  equivalent  in  difficulty  but  not  duplicate  in 
content.    Ordinarily  only  one,  usually  Scale  A,  is  used  at  once. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  $1.25  per  25;  manual 
oj  directions,  20c. 

Otis  Group  Intelligence  Scales 

Primary  and  Advanced  Examinations;  Forms  A  and  B  of  each 
The  Primary  Examination  is  intended  for  Grades  I  to  IV  and  the  Advanced,  foi 
V  to  XII.     The  former  contains  altogether  non-verbal  material,  whereas  the   latter  is 
almost  entirely  verbal.    These  are  among  the  most  widely  used  intelligence  tests. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Primary  Examination, 
$1.10  per  25;  Advanced  Examination,  $1.25  per  25;  manual  of  direc- 
tions, 30c. 

Pintner-Cunningham  Primary  Mental  Test 

Form  A 

This  test  is  entirely  pictorial  and  suited  for  use  in  the  kindergarten  and  first  two 
grades.    It  is  probably  one  of  the  best  tests  for  this  purpose. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.25  per  25. 

Pressey  Classification  and  Verifying  Tests 

Primary  Classification  Test,  Form  A 

Intermediate  Classification  and  Verifying  Tests 

Senior  Classification  and  Verifying  Tests 

These  are  among  the  simplest  tests  to  give  and  score.  The  Primary  Test  may  be 
used  up  to  Grade  III,  the  Intermediate  in  Grades  III,  IV,  V,  and  VI,  and  the  Senior 
in  VII  and  above.  The  verifying  tests  are  essentially  duplicate  forms  of  the  correspond- 
ing classification  tests. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  Primary,  $1.50 
per  100;  Intermediate  and  Senior,  each  $1.25  per  100. 

[41] 


Stanford  Revision  of  the  Binet-Simon  Tests 

This  is  generally  considered  the  best  individual  scale  in  the  English  language. 
At  any  rate  it  is  by  far  the  most  widely  used.  The  chief  difficulty  in  using  it  is  that  it 
requires  a  considerable  amount  of  material  and  that  some  of  the  scoring  is  not  entirely 
objective. 

C.  H.  Stoelting  Company,  3057  Carroll  Avenue,  Chicago.  Material  necessary 
jor  giving,  $8.55;  complete  instructions,  $2.95;  condensed  guide,  $1.30; 
record  booklets,  $2.50  per  25;  abbreviated  filing  record  blanks,  $1.30 
per  25. 


PRACTICE  TESTS 

Under  this  heading  are  listed  a  few  tests  which  are  in  some  cases  more  or  less 
standardized,  but  which  appear  to  the  writer  to  have  their  chief  value  as  practice 
rather  than  as  ordinary  standardized  tests.  In  most  cases  they  are  so  announced  by  the 
publishers,  though  in  one  or  two  cases  this  is  not  true.  It  is  possible  that  a  few  of 
the  tests  listed  above  should  not  have  been  mentioned  there,  but  rather  included  here. 
In  the  cases  where  there  has  been  considerable  doubt  in  the  writer's  mind  whether  a 
test  should  be  called  a  standard  or  a  practice  test  he  inclined  toward  the  former  classi- 
fication. 

ARITHMETIC 
Courtis  Standard  Practice  Tests  in  Arithmetic 

Forms  A  and  B 

This  series  consists  of  forty-eight  graded  lessons  on  cards,  including  five  research 
tests  and  eight  cards  for  special  study,  and  covers  the  arithmetical  operations  with 
integers  usually  taught  in  Grades  IV  to  VIII. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Cabinet  containing 
material  jor  48  pupils,  $8.50;  same  jor  24  pupils,  $6.50;  same  jor  12 
pupils,  $2.00;  student's  record  and  practice  pad,  12c;  lesson  cards,  one 
oj  each  lesson,  65c;  teacher's  manual,  25c. 

Fowlkes-Goff  Practice  Tests  in  Arithmetic 

This  series  of  100  practice  tests  is  intended  for  use  in  Grades  VII,  VIII,  and  IX. 
Macmillan    Company,1    Prairie   Avenue    and    Twenty-Fijth    Street,    Chicago. 
Complete  series,  51c. 

Johnson  Self-Diagnostic  Tests  and  Practice  Exercises  in  Arithmetic 

This  is  a  series  of  fourteen  tests,  some  of  which  are  duplicate  forms,  covering  the 
fundamental  operations  with  integers  usually  taught  in  elementary  grades,  and  accom- 
panying practice  material. 

Rand,  McNally  and  Company,2  536  South  Clark  Street,  Chicago.  Series  oj 
fourteen  tests,  60c;  teacher's  test  manual,  60c;  single  copy  oj  practice 
book,  50c;  teacher's  practice  manual,  $1.25;  answers  to  practice  exer- 
cises, 30c  per  pad  (150  sheets). 


aThe  Macmillan   Company  may   also  be  addressed  at   60   Fifth   Avenue,    New   York   City,    and    at 
Boston;    Dallas,   Texas;    Atlanta,    Georgia;    and   San    Francisco. 

2This  company  may  also  be  addressed  at  New  York  City  and  San  Francisco. 

[42] 


Schorling-Clark  Practice  Exercises  for  Accuracy  and  Speed  in  the 
Fundamentals  of  Arithmetic 

Forty-six  exercises  test  the  four  fundamental  operations  with  integers,  common 
and  decimal  fractions.  Provision  is  made  for  recording  improvement  on  five  trials  of 
each  test. 

John  R.  Clark,  425  West  One  Hundred  Twenty-Third  Street,  New  York  City. 
Booklet  containing  all  exercises,  20c;   $15.00   per  100. 

Studebaker  Practice  Exercises  in  Arithmetic 

Sets  B-l,  B-2,  B-3,  and  B-4 

The  first  set,  for  city  graded  schools,  contains  930  cards;  the  second,  for  rural 
schools,  250;  the  third,  for  still  smaller  rural  schools,  100;  and  the  fourth,  for  individual 
use,  50. 

Scott,  Foresman  and  Company,1  Chicago.    Set  B-l,  $18.00;  B-2,  $7 .50;  B-3, 
$3.50;  B-4,  $2.00. 

Thompson-Boulware  Practice  Tests  in  the  Four  Fundamentals  of 
Arithmetic,  Automatic  Correction 

There  are  twenty-eight  tests  in  this  series,  all  dealing  with  the  fundamental  op- 
erations with  integers. 

Rand,  McNally  and  Company,  536  South  Clark  Street,  Chicago.    Pad  con- 
taining all  tests,  75c. 


GEOGRAPHY 
Branom  Practice  Tests  in  Geography 

The  107  tests  in  this  set  cover  elementary  school  geography  by  means  of  objec- 
tive tests  with  considerable  thoroughness. 

The  Macmillan  Company,  Prairie  Avenue  and  Twenty-Fifth  Street,  Chicago. 
Complete  set,  51c. 

Tyrrell  Geography  Exercises 

There  are  only  seven  exercises  in  this  series  at  present,  but  the  number  is  to  be 
increased.  Those  so  far  issued  cover  the  various  sections  of  the  United  States  and 
Canada  and  other  countries  to  the  north. 

Palmer  Company,  120  Boylson  Street,  Boston. 

LANGUAGE 
Chicago  Practice  Tests  for  Mastery 

This  is  a  series  of  forty-two  tests  dealing  with  different  phases  of  language  and 
grammar.    Others  are  in  preparation. 

The  English  Journal,  506  West  Sixty-First  Street,  Chicago.    Single  copy,  lc; 
25  or  more  copies,  80c  per  100. 

1Scott,  Foresman  and  Company  may  also  be  addressed  at  Atlanta,  Georgia;    and  New  York  City. 

[43] 


READING 

Watkins  Silent  Reading  Tests 

Tests  1  to  24 

Each  pair  of  these  tests,  such  as  1  and  2,  3  and  4,  and  so  on,  appears  on  a  single 
sheet.  They  require  the  carrying  out  of  simple  instructions,  the  matching  of  objects 
and  words,  the  recognition  of  meanings,  and  so  forth.  They  are  probably  too  easy  for 
use  above  the  first  grade,  but  appear  to  be  valuable  for  individual  seat  work  in  that 
grade. 

/.   B.   Lippincott   Company,  2244   Calumet  Avenue,   Chicago.    $2.00  per  25 
sets  of  all  tests. 


[44] 


